PRELIM EXAM

1. WHAT IS CYCLICAL MODEL OF CURRICULUM DEVELOPMENT?

 Cyclical models it prescribes a cyclical or continuous process of curriculum development.

 Cyclical models usually start with situational analysis that serves as the basis for all the
succeeding process.
 Learning experiences is an activity which the learners engage in which the result in his behavior.

WHEELER’S MODEL OF CURRICULUM DEVELOPMENT.

 The Wheeler model of curriculum development (1967),

or cyclic model, asserts that curriculum should be a
continuous cycle which is responsive to changes in the
education sector and makes appropriate adjustments to
account for these changes.
 It focuses on situational analysis: the context in which the
curriculum decisions are taken is considered important, as
this is believed to help make the most effective
decisions. This model is comprised of five interconnected
stages:

1. Aims, goals and objectives

2. Selection of learning experiences
3. Selection of content
4. Organization and integration of learning experiences and content
5. Evaluation

AIMS, GOALS AND OBJECTIVES

Aims covers all the experiences provided in the curriculum. Goals are tied to specific subjects or
group of content with in the curriculum; while objectives describe more specific outcomes as a
result of lesson or instructions delivered at a classroom.

ADVANTAGES OF WHEELER MODEL.

 Wheeler model present the curriculum design process as
 Continuing activity
 Incorporates new information in to the curriculum.
 Views curriculum elements as interrelated and interdependent.
 Has feedback mechanism.
 Emphasize on situational analysis
 Evaluate at a stage where its findings are feedback into the objectives.

DISADVANTAGES OF WHEELER MODEL

 Wheeler model has received criticisms.
 It is time consuming.
 It is difficult to locate.
 It is not different from objective model.
 It seems to lack of procedure between organizing and integrating learning experiences, content and
evaluation.
NICHOLLS AND NICHOLLS -1972 MODEL
Audrey and Howard Nicholls, his book "Developing a Curriculum Practical Guide"(1978) devised a
straight forward cyclical approach that covered the elements of curriculum briefly but succinctly.
 This model is like a map for particular teaching and learning process.
 It is a cyclical model (rational Model and Dynamic model in middle of it this model stands.
 It is logical sequential model
 Elements of curriculum are interdependent in this model
Steps:
1. Situational analysis 4. Selection and Organization of Learning Experiences
2. Selections of Objectives 5. Evaluation
3. Selection and Organization of Content
1. SITUATIONAL ANALYSIS.
 This step includes knowledge about the environment where the curriculum is going to be
implemented, the social structure of that society, the traditions and needs of the community.
2. SELECTION OF OBJECTIVES.
1. Objectives should be realistic. 4. Objective should develop both kind of behavior
2. Scope of objective should be broad. i.e. expected and content
3. Objectives should be clear and useful. 5. Objective should enable students to perform skills.
3. SELECTION AND ORGANIZATION OF CONTENT.
 When objectives are selected it is easy to go for the selection of content.
1. Content must be in sequence. 4. Content must be easy to difficult
2. Content must be valid and reliable 5. Content must be according to the mental
3. Content must fulfil the needs of society level of students
6. Content must be age equivalent
 When the content is selected it must be organized
1. Sequential order
2. Simple to complex
3. Easy to difficult
4. Known to unknown
5. Immediate to remote
4. SELECTION AND ORGANIZATION OF LEARNING EXPERIENCES
1. It provides students opportunity for self-activity so that transfer knowledge gained and skill
acquired.
2. It provides students opportunity of independent thinking and decision making.
3. It should be adapted according to the needs of students so that they obtain satisfaction.
4. It should be arranged in manners that provide continuity and correlation.
5. It should be effective, interesting and useful for the students
 When the learning experiences are selected it should be organized.
1. Introduction, opener, orientation
2. Development, analysis, study
3. Generalization
4. Application, summary
5. Rhythm of learning activities
5. EVALUATION
 Different methods and approaches of evaluation are used to check the progress of students.
1. Test
2. Quiz
3. Presentation
 4. Viva

Advantages
1. In this situation as it means that educators can
2. Continually come back to their work and make changes, rather
3. Then go back to the beginning and start again every time there
4. It Is even the smallest of changes needed to the curriculum.
5. Logical sequential organization
6. Situational Analysis is in first step
7. It is a Flexible mode

Disadvantages
1. Time Consuming, as situational analysis is long time process
2. Difficult to maintain logical sequential analysis

2. DYNAMIC MODELS OF CURRICULUM DEVELOPMENT

 Curriculum is a dynamic process. In curriculum development, there are always changes that occur
that are intended for improvement.
 To do this, there are models presented to us from well-known curricularists like Ralph Tyler, Hilda
Taba, Galen Saylor and William Alexander which would help clarify the process of curriculum
development.

CURRICULUM DEVELOPMENT PROCESS.

 Curriculum development is a dynamic process involving many different people and procedures.
 Development connotes changes which is systematic.
 A change for the better means alteration, modification or improvement of existing condition.
 To produce positive changes, development should be purposeful, planned and progressive.
 Usually, it is linear and follows a logical step-by-step fashion involving the following phases:
1. Curriculum Planning,
2. Curriculum Design,
3. Curriculum Implementation
4. Curriculum Evaluation.

FOUR PHASES
A. CURRICULUM PLANNING
 considers the school vision, mission and goals.
 It also includes the philosophy or strong education belief of the school. All of these will eventually
be translated to classroom desired learning outcomes for the learners.

B. CURRICULUM DESIGNING
 is the way curriculum is conceptualized to include the selection and organization of content, the
selection and organization of learning experiences or activities and the selection of the
assessment procedure and tools to measure achieved learning outcomes.
 A curriculum design will also include the resources to be utilized and the statement of the
intended learning outcomes.

C. CURRICULUM IMPLEMENTING
 in the classroom setting or the learning environment.
 The teacher who is the facilitator of learning, leads in putting into action the plan which is based
on the curriculum design.
  Together with the learners, the curriculum design guides what will transpire in the classroom with
the end in view of achieving the intended learning outcomes.
 Implementing the curriculum is where action takes place.
 It involves the activities that transpires in every teacher's classroom where learning becomes an
active process.

D. CURRICULUM EVALUATING
 determines the extent to which the desired outcomes have been achieved.
 This procedure is ongoing as in finding out the progress of learning (formative) or the mastery of
learning (summative). Along the way, evaluation will determine the factors that have hindered or
supported the implementation.
 It will also pinpoint where improvement can be made and corrective measures introduced. The
result of evaluation is very important for decision making of curriculum planners, and
implementors.

4 DIFFERENT CURRICULUM MODELS

1. RALPH TYLER MODEL:
 Four Basic Principles Also known as Tyler's Rationale, the curriculum development model
emphasizes the planning phase.
 He posited four fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
 Tyler's model shows that in curriculum development, the following considerations should be made:
1. Purposes of the school
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experience
2. HILDA TABA MODEL:
 Linear Model / Grassroots Approach Hilda Taba improved on Tyler's model.
 She believed that teachers should participate in developing a curriculum. As grassroots approach Taba
begins from the bottom, rather than frothed top as what Tyler proposed.
 She presented seven major steps to her linear model which are the following:
1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it

2. GALEN SAYLOR AND WILLIAM ALEXANDER CURRICULUM MODEL

 viewed curriculum development as consisting of four steps.
 Curriculum 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."

1. Goals, Objectives and Domains: Curriculum planners begin by specifying the major educational
goals and specific objectives they wish to accomplish.
 Each major goal represents a curriculum domain: -personal development, human relations,
continued learning skills and specialization.
 The goals, objectives and domains are identified and chosen based on research findings,
accreditation standards, views of the different stakeholders.
 2. Curriculum Designing: Designing of a curriculum follows where appropriate learning opportunities
are determined and how each opportunity is provided.
 Will the curriculum be designed along the lines of academic disciplines, or according to student
needs and interests or along themes? These are some of the questions that need to be answered
at this stage of the development process
3. Curriculum Implementation: A designed curriculum is now ready for implementation.
 Teachers then prepare instructional plans where instructional objectives are specified and
appropriate teaching methods and strategies are utilized to achieve the desired learning
outcomes among students.
4. Evaluation: A comprehensive evaluation using a variety of evaluation techniques is recommended.
It should involve the total educational programmed of the school and the curriculum plan, the
effectiveness of instruction and the achievement of students.
 Through the evaluation process, curriculum planner and developers can determine whether or
not the goals of the school and the objectives of instruction have been met.

3. ETHICAL SYSTEM OF CURRICULUM AND ITS IMPORTANCE

The Ethics Curriculum is a program by which everything that we do with students on a social
emotional level connects, counseling, teaching ethics, discipline and behavior, character
development etc...
The Ethics curriculum provides us with a common language by which we can have difficult
conversations with our students.
For example, when students are in a situation where they are often tardy or absent, we can
draw from the many examples and experiences they had in their Perseverance unit to help them
resolve this issue.
CURRICULUM FROM DIFFERENT POINTS OF VIEW
1.TRADITIONAL POINTS OF VIEW OF CURRICULUM

 In early years of the 20TH century, the traditional concepts held of the “curriculum is that it is a body
of subjects or subject matter prepaid by the teachers for the students to learn.
 It was synonymous to the “course of study” and “syllabus”.
 Robert M. Hutchins views curriculum as “permanent studies”, where the rules of grammar, reading,
rhetoric and logic and mathematics for basic education are emphasized
 Basic Education should emphasize the 3Rs and college education should be grounded on liberal
education.
 Arthur Bestor, an essentialist, believes that the mission of the school should be intellectual training; -
curriculum should focus on the fundamental intellectual discipline of grammar, literature and
writing. It should also include mathematics, science, history and foreign language.
 Joseph Schwab’s view of curriculum is that discipline is the sole source of curriculum. He said that
curriculum should consist only of knowledge which comes from discipline which is the sole source.
 In our education system, curriculum is divided into chunks of knowledge we call subject areas in the
basic education such as English, Mathematics, Science, Social Studies and others. In college,
discipline may include humanities, sciences, languages and many more.
 Most of the traditional ideas view curriculum as written documents or a plan of action in
accomplishing goals.

2. PROGRESSIVE POINTS OF VIEW

Curriculum is defined as the total learning experiences of the individual.
 This definition is anchored on John Dewey’s definition of experience and education. He believed
that reflective thinking is a means that unifies curricular. Thought is not derived from action but
tested by application.
  Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of
teachers”.
 Marsh and Willis view curriculum as all the “experiences in the classroom which are planned and
entered by the teacher, and also learned by the students.”
 Smith, Stanley and Shores defined curriculum as a “sequence of potential experiences set up in
schools for the purpose of disciplining children and youth in group ways of thinking and acting.”

POINTS OF VIEW ON CURRICULUM DEVELOPMENT

Curriculum is a dynamic process. Development connotes changes which are systematic. A

change for the better means any alteration, modification or improvement of existing condition.
To produce positive changes, development should be purposeful, planned and progressive.

Ethics in Education are important because they assist to run the system smoothly.
 The Ethics sets the standards of what’s acceptable and what’s not, therefore, protecting
the Interest of both teachers and students.
 The Ethics in Education has been offered a lot of significance over the years and
institutions are creating courses that assist students to understand these ethics.
 Ethics in Education are accessible on both the teachers and the students.
 Ethics in education helps run the system smoothly. It sets standards that are applicable and
protects the interest of both the learner and tutor.

4. THE GLOBAL CURRICULUM

 A “global” curriculum means broadening one’s perspective beyond ways in which one teaches and
exploring alternative perspectives about “what” to teach and “how” to teach. A “global” curriculum
shares a symbiotic relationship with a cosmopolitan society. While it holds within a common
philosophy among nations and includes children from diverse cultural backgrounds, it must also
include all children regardless of their learning abilities.
 Global education is overall learning that focuses on cultures, history, people, and cultural events from
countries in various parts of the world. Dive into a more detailed understanding of Global education,
history, and components of this curriculum.
 Globalization of education has one. aim that it intends to develop the skills and capabilities of the
people receiving it. Higher. educational system is pursuing the mechanisms and structures in order to
accommodate the. students of different nationalities, cultural and religious backgrounds
(Chinnammai, 2005)

CURRICULUM DEVELOPMENT is the multi-step process of creating and improving a course taught at
a school or university. While the exact process will vary from institution to institution, the broad framework
includes stages of analysis, building, implementation, and evaluation
 Curriculum Development process should be one of continuous improvement rather than a linear or
stagnant approach.
 Plans for instruction should be frequently reviewed, revised, and updated as new and different needs
arise. Change may be required due to subject-area discoveries, innovations in instructional best
practices, or shifts in course delivery such as the pivot to remote teaching.

DIFFERENT CONCEPTS OF CURRICULUM

TRADITIONAL CONCEPT
 Curriculum refers to subject matter, learning desired by the school and the whole school
program
 Subject centered and teacher centered approaches predominate.
 Physical structures such as playgrounds, classrooms and they are considered vital
  Textbooks and teaching methods are considered important
 Teacher predominates.
 Students develop cognition, aesthetic, moral and social values, social and psychomotor skills are
developed

MODERN CONCEPT
 It refers to achievement. of learner’s objectives. Hence it is in the form of learning experiences,
suitable for their age, ability and aptitude.
 Student centered approach is given importance.
 Experience for the learner in and out of school are considered important.
 Learner centered workbooks and learning materials are of importance.
 teacher provides minimal guidance to learners.
 Students develop cognitive and affective domains and psychomotor skills. Effective membership
in society is expected

LEVELS OF CURRICULUM

The Five Levels on the Original Synthesized Continuum:

1. Departmentalized.
 This approach is the traditional model of separate and distinct disciplines taught in isolation from
each other.
 Students travel to six or seven subjects a day, each not conceptually connected to the other.

2. Parallel.
 Topics or units of study are rearranged and re sequenced to coincide with one another.
 Similar ideas are taught in concert while remaining separate subjects.
 The content itself does not necessarily change, only the order in which it appears.

3. Complementary or Shared Units of Study.

 Related disciplines are brought together in a formal unit to investigate a theme or issue.
 Shared planning and teaching take place in two or more disciplines in which overlapping concepts or
ideas emerge as organizing elements.

4. Webbed.
 Connections, or webs, are made between curriculum contents and disciplines relative to a
productive theme; subjects use the theme to sift out appropriate concepts, topics, and ideas-
sometimes called interdisciplinary units.
 Teams may remain in class periods for instruction or use more flexible blocks of time for instruction.

5. Integrated Themes.
 Although themes for study can be, and often are, imposed on students by teachers and others, the
most successful integrated themes are generated by students, based on their personal and social
concerns.
 Larger blocks of time (longer than a class period) are generally necessary to investigate themes.
 The learning of subject matter is woven into the investigation of themes. Skills, competencies,
concepts, and generalizations are taught, but within a context that is authentic to student questions.

Different educational levels in the Philippine Educational System

 Primary
 Secondary
 Vocational
 Tertiary
5. THE CURRICULUM OF BASIC EDUCATION

Primary education is education that is carried out from kindergarten to the fifth or sixth grade. This
is usually followed by secondary education.
In the Philippines, a thirteen-year education is mandatory by law. These thirteen years run from
kindergarten up to grade 12, also known as the K-12 programme. After which, students have the
option of whether to pursue higher education or not.

THREE GOVERNMENT AGENCIES MANAGE THE DIFFERENT LEVELS OF EDUCATION IN THE PHILIPPINES.

1. The Department of Education (DepEd) sets the standards and implements standardized tests for public
schools throughout K-12. Meanwhile, private schools tend to have more freedom in developing their
curricula as long as they adhere to DepEd’s existing laws.
2. The Commission on Higher Education (CHED) oversees higher education institutions, such as colleges
and universities.
3. The Technical Education and Skills Development Authority (TESDA) regulates the Technical and
Vocational Education and Training (TVET) programmes.

The medium of instruction in the Philippines is English and Filipino. To make it easier for younger
children, different provinces then use the local languages in primary school. Afterwards, the
language of instruction used is primarily English, especially in more urban areas.

For a long time, the education system in the Philippines was one of the shortest in the world. Back
then, formal education was only required for 10 years (6 years of primary school and 4 years of high
school).

In 2012, the government introduced new legislation requiring students to attend school from
kindergarten (around age 5) to grade 12 (around age 18). This meant that the new legislation added
2 years to the curriculum before students could finish high school. Since then, the education system
in the Philippines became more similar to American K-12 schooling

K-12 IN THE PHILIPPINES HAS 3 LEVELS:

Primary School (Primary Education) – K to 6

Junior High School (Lower Secondary Education) – 7 to 10
Senior High School (Upper Secondary Education) – 11 to 12

After which, students have the option to pursue Higher Education. This includes a Bachelor’s degree,
Master’s degree, Doctor of Medicine, Juris Doctor and PhD.

PRIMARY EDUCATION
 Generally, the duration of primary school in the Philippines is about six years, and it is divided into two
cycles:

 Primary cycle (4 years): Grades 1 to 4

 Intermediate cycle (2 years): Grades 5 to 6

 This type of curriculum is mandatory in public schools. However, private schools usually offer a 7-year
curriculum instead of 6, so children attend school a year earlier.

 At the end of every school year, the student’s cumulative grades are evaluated. If the students pass or
earn at least 75%, they can move forward to the next year level.
  After completing six years of primary school, the students graduate and earn a diploma from the
institution. After earning this diploma, they can move onto secondary education.

SECONDARY EDUCATION
 Secondary education in the Philippines is also known as high school, and it consists of two levels:

 Lower Secondary Education (Junior High school): Grades 7 to 10

 Upper Secondary Education (Senior High school): Grades 11 to 12

There are different types of junior high school in the Philippines:

 General secondary school: Consists of four levels mainly based on the American curriculum.
 Vocational secondary school: Technical and vocational education programme offered by the
government and private institutions.
 *Science secondary schools: Research-orientated and specialized public high school for students
with demonstrated math and sciences skills.

In the new education system in the Philippines, the curriculum gained two additional years, now referred
to as Senior High School. It is now compulsory for students to attend Senior High School, wherein the
courses have two divisions:

 Core curriculum subjects: Consists of 8 learning areas made up of 15 core courses.

 Track subjects: Further divided into Applied Subjects and Specialization Subjects. There are 7 Applied
Subjects and 9 Specialization Subjects.

By finishing Senior High School, students graduate equipped with knowledge and skills necessary for Higher
Education or employment.

HIGHER EDUCATION
After finishing the mandatory K-12 programme, students in the Philippines have the option to pursue
Higher Education. There are over 2,000 Higher Education Institutions (HEIs) in the Philippines, with over
3,000,000 students enrolled in the courses (SY 2019-2020).

There are different classifications of HEIs in the Philippines:

 College or university
 Colleges typically offer specialized courses (e.g. Hotel & Restaurant Management, Nursing,
Information Technology).
 Universities must meet stringent requirements (e.g. 6 undergraduate courses consisting of a 4-year
liberal arts course, 4-year science and mathematics course, 4-year social sciences course, at least 3
courses that lead to government licensure, and; 2 graduate-level courses leading to a PhD).

Higher Education in the Philippines is then divided into three phases:

 Undergraduate (Bachelor’s Degree)

 Postgraduate (Master’s Degree)
 Doctoral (PhD)

https://kabayanremit.com/blog/lifestyle/education-system-philippines/
MIDTERM EXAM
1. HISTORICAL THINKING AND POLITICAL LITERACY IN ISLAMIC CURRICULUM

Islamic curriculum in particular is based on what the Islamic world views as coherent and fixed divine
verities, values, and criteria.
The Islamic curriculum transcends the limitation of space outlining the pure religious knowledge to
embody every useful knowledge.
There are three main periods of Islamic curriculum:
A. The stage of formation and standardization coeval with Prophet Muhammad’s message and his
first four successors (609 CE–661 CE);
 Inspired by the divine guidance of revelation and pivoted by the principle of tawhid
(monotheism), prophet Muhammad began his mission by engaging his companions in an
intensive revolutionary process of refinement, enlightenment and education. His aim was to
remove pre-Islamic habits and behaviors which his followers inherited from their forefathers.
 Hifz (memorization), tajwid (modulation of recitation) and tafsir (explanation) of Qur’an verses
most likely constituted the core of all learning activities. The first ever educational institution in
Islam was the house of al-Arqam ibn Abi al- Arqam in Mecca, where the prophet held secret
meetings with his earliest followers before God commanded him to proclaim Islam openly and
bring his revelation to the public.
 Later, mosques played a prime role in educating and purifying people from the misdeeds of the
pre-Islamic era, in particular the mosque of the prophet which was built soon after migrating to
Medina in 622 AD.
 Khulafa al-Rashidun who succeeded the prophet after his death in (632 AD), demonstrated a
great spiritual and ideological devotion to his legacy.

B. The stage of diversity in the post-Classical era (661 CE–1450CE),

which can be divided into:
 pre-madrasa and
 madrasa eras;
 After a period of political uncertainty, Hasan ibn Ali handed over power to Muawiya ibn Abi
Sufian. The latter established the Umayyad dynasty (661–750) with its capital in Damascus.
 The Umayyads remained in power for 88 years before being overthrown by the Abbasids (750 –
1258). In the Umayyad era, teaching activities were mainly undertaken by the remaining
companions and pious tabi‘in (predecessors of the prophet) who maintained a teaching approach
similar to the approach adopted by the companions.
 The concentration of the informal curriculum was mainly on preserving the authenticity of the
second sacred source of the shari'a i.e. the Sunna.
 In fact, the two dynasties which ruled the Muslim lands for 6 centuries approximately witnessed a
very fast growth of the Islamic empire, rapid expansion of its borders and mass conversion of
various ethnicities into Islam paved the way for rich theological, legal and political debates in the
first five centuries of Muslim history, especially during the Abbasid era. Subsequently, a variety of
educational models emerged in Muslim lands based on denomination, institution, and
epistemology.
 Major theological sects such as Sunnis, Shi‘a, and Khariji developed their own interpretation of
the sacred texts, and these differences were expressed through various educational institutions
that included mosques, colleges, libraries, debate gatherings, and dar al-hikmah (House of
wisdom)

a. CURRICULUM IN PRE-MADRASA STAGE

 Due to the dominance of moral values, it is often believed that Islamic education in medieval
Islam was of liberal spirit rather than of institutions. Among the guiding moral principles of
 the Islamic educational culture at that time was that the attainment and dissemination of
knowledge is a divine injunction which must be undertaken by man, and that keeping
knowledge for oneself is an inappropriate attituded as knowledge is a trust which god
consigned to man and he ordained him to deliver. Heinz Halm points out to one aspect of
such morality as reflected in the attitude of Ismā’īli teachers, “In search of a worthy pupil to
whom he can transmit the good of knowledge entrusted to him, our ‘teacher’ travels
through the world”.
 Apparently, teaching and learning in medieval Islam was not regarded by both shuyūkh and
Tullāb (students) as a wazīfah (job) for the former and potential source of income after
graduation for the latter. On the contrary, they took teaching and learning as a noble mission
in life, which brings social veneration in this life and Allah’s reward in the other.
 Halaqah in the pre-madrasa stage was a favored teaching method by the existing learning
institutions such as Kuttab, whole market sellers, bookshops, libraries and mosques in
particular. It was reported that the early education system in al-Azhar Mosque in the Fatimid
era was mainly in the form of halaqah which encompassed the classes of fiqh (Islamic Law)
according to the Ismā’īli creed and Shī’a knowledge of religion, philosophy and monotheism.
Later, Arabic language, medicine, mathematics, logic …etc were also introduced.
 The learning experience at al-Azhar could be summed up in the following: There were three
kinds of classes which met at the mosque:
(a) groups of pious people who wanted to learn the Quran and its interpretation,
(b) circles of students sitting on the floor learning religious sciences: and
(c) formal lectures delivered by the chief of the propaganda hierarchy himself. These
lectures were called” sessions of wisdom” (majalis al-hikmah). It is reasonable to believe
that the linguistic, literary, legal and Quranic studies were taught at al-Azhar as well as logic
and certain amount of mathematics and astronomy

b. MADRASA STAGE
 Though the liberal spirit and culture of learning remained a main trait, the Islamic learning in
this stage started to be tainted by the ideology and religious affiliation of the sponsors
especially with the establishment of the madrasa.
 However, many historians of Islamic education think that with the rise of madrasas, the
curriculum started to be articulated in a more formal manner.
 There is a belief that many Muslim regions emerged better after their break away from the
central caliphate in Baghdad, for every regional capital developed itself into an important
center of knowledge and arts. The rulers of the regions emulated the caliphs of Baghdad in
their donations and gifts.
 They honored their capitals by bringing in scholars and writers. Hence, instead of having one
important center for knowledge and arts, it turned to have many important centers. Another
factor which contributed to formalizing learning in madrasas was the financial support.
Pensions were offered by the sovereign to jurisconsults, learned men generally and students.
 The rise of the madrasa as one major center for Islamic higher learning transformed the Islamic
curriculum and it marked with the following characteristics:
1. HOLISTIC: Generally, in medieval Islam, knowledge was not fragmented as modern
knowledge seems to be, and the present sharp specializations had not existed yet. As such, a scholar
like Ibn al-Haytham, regarded as the "father of modern optics”, was a physicist, mathematician,
ophthalmologist, philosopher and theologian of high caliber at the same time. In spite of opposition
from traditional scholars, especially jurists and muhaddithin (traditionists), the rational or ancient
sciences continued to be taught in formal and informal learning circles.
In madrasas Arab sciences and ‘old non-Arab sciences’ were taught parallel to each other.
Grammar, ethics and dogmas, history and literature belonged to the former and philosophy, natural
science and medicine to the latter.
 2. PROGRESSIVE: Syllabus were taught according to a progressively developed system of
learning in which pupils graduated from preparatory, elementary and advanced stages. Khalil Totah
commented on the content of the curriculum, in which Arabic and theological sciences took a
considerable share: Looking on the Arabic curriculum as a whole, it seems narrow and rigid in the
elementary stage and varied in the advanced. Certainly, grammar, literature, theology and
jurisprudence claimed most of the time to make it one-sided and perhaps literary-theological in
character.
3. METHODS OF TEACHING: In the relative absence of official educational agencies which
supervised, developed, and assessed the teaching and learning of pedagogical processes, medieval
Muslim shuyūkh (master scholars) and fuqaha’ (jurists) filled that vacuum and exercised
authoritative relationship with their students. They enjoyed extensive power to choose what, when
and how to teach. The triumph of learning and the mark of precedence between graduates were
always about personal connection one graduate got with a prominent shaykh.
As evidence of their authority, attestation of graduation in the Islamic Middle Ages was not
attributed to the institution which students attended, but was an ijāzah (license) that only the master
scholar can grant to the students who satisfactorily completed intensive training in one particular
subject or text. The name and reputation of that particular scholar determined the value of the
graduate’s ijazah
This method of learning from a teacher, who learned from his teacher, who learned from his
teacher, illustrates the fundamental importance that medieval Muslims placed on direct personal
interaction between teacher and pupil. Once a scholar determined that his pupil had mastered a given
text, he granted him (orher) an ijāza (Diploma) certifying that he (or she) was now qualified to teach
that particular text to others. Because of the emphasis on these interpersonal interactions, we find
scholars and students travelling hundreds, even thousands of miles to study with the leading lights
throughout the medieval Islamic world.
4. FREEDOM, flexibility and fostering thinking: In the golden centuries of Islam, religion
encouraged freedom of inquiry. Scholarship and intellectual excellence were held in high regard, and
students were encouraged to debate their views with their teachers. Libraries, both public and
private and even the courts of the caliphs and the palaces of kings were centers of open and free
inquiry by scholars, who often received financial aid to pursue their interests.

C. The stage of regression and reform, which stretches from the 10th century AH (1495CE–1591CE) to
the present day.
A number of historical, cultural, social, and political developments in the Muslim world have
contributed to the decline of the Islamic model of learning.
By the end of the 19th century efforts were being made to revive and reform the Islamic curriculum.
However, this model continues to be plagued by various challenging issues, such as the dualism of
curriculum in many parts of the Muslim world, as well as the rigidity, passivity, social alienation, and
irrelevancy of present variations of the Islamic curriculum.

https://oxfordre.com/education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-
216;jsessionid=01ACC834B8D55BDB09008C6C871EE468?rskey=hwZa95&result=161

https://www.academia.edu/73360797/Islamic_Curriculum_Philosophical_Foundations_and_Historical_Practices
2. INNOVATIVE PERSPECTIVE IN CURRICULUM, PEDAGOGY, ASSESSMENT IN
FORMAL/ INFORMAL IN ISLAMIC CURRRICULUM

Innovation in Islamic education curriculum development is an attempt to plan objectives, content,

learning materials, and methods used as guidelines for implementing learning activities in
response to developments and the needs of an institution to achieve certain goals. Innovation in
curriculum development aims to achieve the same values, concepts, issues, and skills as the
content curriculum created with these values in mind.
Curriculum development innovation, on the other hand, is not only based on existing foundations,
but also the principles of curriculum development.
Islamic curriculum has a broader meaning than the academic programmed which involve teaching,
learning, research and assessment. In fact, there is a close relationship between the Islamic
conceptualization of curriculum and the nature of the Islamic faith. In Islam, activities of the
faithful “come under the exigencies of the sharī’ah because, without them, lives of Muslims cannot
be straightened in a good order.”
Islamic curriculum can be defined as an integrated system of constant divine facts, criteria and
values as well as changing human experiences, items of learning and skills which an Islamic
academic offer to learners therein in order to enable them to attain the degree of perfection for
which Allah has prepared for them. Thereby, they will be able to positively and effectively fulfil the
requirement of vicegerency on this earth by its development and by promoting life on its surface as
wanted by Allah.
Madrasa curriculum was restricted in most cases to the teaching of religious subjects such as
Qur’an, hadith, speculative theology, fiqh and Arabic. The issue of dualism in most of educational
systems in the Muslim countries is another major contemporary challenge that needs to be
addressed. It is manifested in a form of religious versus secular curriculum

The static curricula and dated pedagogical techniques, such as rote memorization, used in many
quietist schools may also produce individuals who are neither skilled nor prepared for the modern
workforce.

A passive pedagogy adopted by most of the religious-based establishments, which treated students
as repositories of knowledge rather than active learners who were encouraged to question,
discuss, debate, challenge or argue over ideas, further diminished the appeal of the Islamic
curriculum. This pedagogy does not train learners in critical thinking, creative thinking and
problem-solving skills necessary to built positive and dynamic individuals. Thus, modes of teaching
and learning methods need some fundamental changes in order to cope with the demands of the
21st era

REFERENCE:
Link jurnal: https://journal.pbnsurabaya.co.id

file:///C:/Users/JOHAI/Downloads/8-14+
+IMPLEMENTATION+OF+INNOVATION+AND+LITERACY+IN+ISLAMIC+EDUCATION+CURRICULUM+DEVELOPMENT[1].pdf
3. PRINCIPLES IN ISLAMIC CURRICULUM

The curriculum as one of the components of education that plays a very important role in delivering
the expected educational goals, must have principles that are the main strengths that influence and
shape the curriculum material, the composition and organization of the curriculum According to
Ramayulis, there are 5 basic principles or laws of the Islamic education curriculum, namely:

a. RELIGIOUS PRINCIPLE
 the principle established based on divine values contained in the Qur'an and As Sunnah.
Besides these two sources, there is also another source, namely the principle sourced from
Ijtihad.
b. PHILOSOPHICAL PRINCIPLES
 namely principles that provide direction and compass to the goals of Islamic education, with
a philosophical basis, so that the curriculum structure contains a truth, especially truth in the
field of values as a view of life that is believed to be a truth.
 The philosophical basis also brings the formulation of the Islamic education curriculum on
three dimensions, namely the ontological dimension, the epistemological dimension, and the
axiological dimension.
c. PSYCHOLOGICAL PRINCIPLE
 the principle that considers the psychic stages of the learner, which is related to physical
development, maturity, physical talents, intellectuals, language, emotions, social, individual
needs and desires, interests and abilities.
d. SOCIOLOGICAL PRINCIPLE
 which is a principle that gives implications that the educational curriculum plays an
important role in the delivery and development of culture, the process of individual
socialization, and the reconstruction of society.
e. ORGANIZATIONAL PRINCIPLE
 which is the principle that presents the subject matter, namely the organization of the
curriculum. This principle is based on the psychological theory of associations. What
considers the whole is the number of parts, thus making the curriculum a fragmentary course
(Ramayulis, 2008:125)

Based on the principles above, in compiling the Islamic education curriculum, it must be based on
curriculum principles. So that the preparation of the Islamic education curriculum can really be
arranged correctly.
In addition to having the characteristics as mentioned above, the Islamic education curriculum has
several principles that must be upheld. The principles are:
a. The principle of perfect linkage with religion, including its teachings and values. Every part
contained in the curriculum, starting from the purpose, content, teaching methods, ways of
treatment, and so on must be based on the religion and morals of Islam.
b. The overall principle (universal) on the objectives and content of the curriculum, which includes
the purpose of fostering its creed, reason and physique, and other things that benefit society in
spiritual, cultural, social, economic, political development, including the sciences of religion,
language, humanity, physical, practical, professional, fine arts, and so on.
c. The principle of relative balance between the objectives and content of the curriculum. The
nature of the principle of curriculum balance
d. The principle of the relationship between the talents, interests, abilities, and needs of the learner.
Likewise with the surrounding nature both physical and social in nature in which the learner lives
and interacts.
e. The principle of maintaining individual differences between students, both in terms of interests
and talents.
 f. The principle of accepting development and change according to the development of the times and
places.
g. The principle of linkage between various subjects and the experiences and activities contained in
the curriculum.

https://www.ijhssi.org/papers/vol11(12)/B11120509.pdf
4. TWO PARTS OF MADRASA CURRICULUM

The term “madrasah” has varied meanings. Most generally, it is the term given in Arabic to any
school, but it is also used to refer to specific types of schools.
Madaris is the plural form of the Arabic word “madrasah” which means school.

Pursuant to the 1987 Philippine Constitution and Republic Act No. 10533, otherwise known as the
Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed
Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program.
 provide Muslim learners with appropriate and relevant educational opportunities while
recognizing their cultural context and unique purposes for participating in the Program
offerings; and integrate content and competencies which are relevant and of interest to
Muslim learners.

TWO TYPES OF CURRICULUMS prescribed in Madrasah or Muslim educational institutions.

 The Enriched Curriculum for Public Elementary Schools uses the Arabic Language and
Islamic Values Education (ALIVE) taught by qualified asatids (Muslim teachers) who were
trained by DepEd.
 is a program implemented in public schools which aims to provide additional subjects
on Arabic Language and Islamic Values in the regular basic education curriculum.
 Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male
teacher and “ustadzah”, a term that refers to female teacher. This is the general Arabic
term for teachers historically or traditionally used in most Filipino Muslim communities.

 Standard Curriculum for Private Madaris (Muslim schools), which teaches subjects such as
Qur’an, Seerah (Life Story of the Prophet), Hadith (Sayings of the Prophet), Aqueedah
(conduct), Fiqh (jurisprudence) and Arabic language alongside Science, Math, English,
Filipino, and Makabayan.
 refers to private schools or providers of Madrasah education. These can be categorized
as:
(1) traditional Madrasah that conducts ALIVE and Islamic studies, and
(2) private Madrasah that conducts regular K to 12 classes and implements a
Madrasah curriculum recognized by DepEd.

https://www.officialgazette.gov.ph/2012/05/22/deped-to-implement-culturally-sensitive-curriculum-in-armm/

https://www.teacherph.com/madrasah-education/
5. CURRICULUM ON ISLAMIC MODEL BASED ON THE BASIC TENETS OF AQIDAT AL-
TAWHEED (Principle of Faith)

Muslim scholars have made serious endeavors to endeavor the concept of Islamic education and
then to develop a genuine Islamic education model based on the basic tenets of aqidat al-
tawheed` (principle of faith).
This reformation of education has envisioned to produce the new Muslim generation# which is
capable of fulfilling its role khalifatullah (vicegerent of God) responsible for the development and
maintenance of civilization and its resources!
In another word# Islamic education is obliged to deal with the overall development of the
individual. Ex: spiritual, intellectual, imaginative, physical, scientific, linguistic, both individually
and collectively. In sum, the ultimate of Islamic education is in ‘the realization of complete
submission to Allah on the level of the individual, the community' and humanity' at large!

ISLAMIC CONCEPT OF CURRICULUM

A newly' integrated Islamic curriculum and subject matter for contemporary' Islamic schools need
to be devised to promote Islamic Identity' solidarity for the Ummah.
It is for the need of the young generations to be instilled with pure Islamic values and beliefs from
the beginning in a very comprehensive, critical and creative manner by using newly revised
integrated and dynamic approach to education.

OUR MAIN SOURCE OF ISLAMIC INTEGRATION

QUR’AN SUNNAH
AIMS AND OBJECTIVE OF ISLAMIC EDUCATION AT DIFFERENT LEVEL OF SCHOOLING

Aims and objectives are constructed beforehand to $now the behavioral outcome of the Muslim
learners. For the purpose of teaching Islamic education in the formal system of education, the
teacher has to formulate beforehand the aims and objectives of Islamic education at different
level of schooling

NURSERY AND PRIMARY LEVEL

 Salahuddin Yusuf (1991) in his article titled, Islamization of Knowledge: A work Plan for
Islamic nursery education” suggested that, the objectives of Islamic nursery education should
include the following:
a. To develop the intellectual, physical, moral, aesthetic and spiritual potentialities of the
children for the purpose of Ibadah
SECONDARY LEVEL
a. To provide such education as will develop mental, moral and physical
 aspects of a child’s personality in the light of Islam!
b. To make learner realize that physical strength and energy' is properly
 used only when it resists evil and upholds virtue in the society.

AIMS OF ISLAMIC EDUCATION AT THE UNIVERSITY LEVEL

 Sharif, Hadi (1983) formulated the aims of Islamic education at the university level as follows:
a. To speak of Islam is to speak of Truth or Reality, of the hierarchy of reality and of virtues.
Consequently, the fundamental goal and the main function of Islamic education and
teaching system at the university level consists in awakening the spiritual insight and the
intellectual ability in the human receptacle.
In totality we can classify different educational objectives into following seven broad categories:
1. Knowledge Level
2. Understanding Level
3. Application Level
4. Skill Level
5. Values Level
6. Interest Leve
7. Attitude Level

KNOWLEDGE LEVEL
 The students will be aware about 5 pillars of Islam:
Faith in Allah, Salat, Jakat, Fasting and Haj.
UNDERSTANDING LEVEL
 The students will be able to make the difference between Jakat and taxes in the society.

APPLICATION LEVEL
 The students will be able to apply the acquired knowledge of Islam through holy Kuran and
sunnah in the different activities of the life of the Muslims.

SKILL LEVEL
 The students will be able to develop skills of communication and delivering the best speech
about various facts and principles of Islam in the society.
VALUES LEVEL
a. the students will be able to realize the values of Islam.
b. to have good feelings and emotions about the preaching of Islam.

INTEREST LEVEL
 The students will be able to have good interest in understanding of Islam.

ATTITUDE LEVEL
 the students will be able to have good attitude not only towards the teacher of Islamic
education but also towards the other teachers at different level of schooling.

In the world of teaching learning process, each and every Muslim teacher should construct
objectives based on blooms taxonomy in the light of ISLAM.
FINAL EXAM

1. CURRICULUM DEVELOPMENT: PROCES AND MODELS

CURRICULUM DEVELOPMENT
Curriculum development involves or focuses the implementation of different types of instructional
strategies and organizational methods that are focused on achieving optimal student
development and student learning outcomes.
Innovative teaching techniques and strategies, such as transformative learning or blended
learning, are constantly being devised in order to improve the student learning experience.

In curriculum it contains the knowledge, skills and attitudes that a student needs to master in order to
get a degree or move to the next level.

CURRICULUM DEVELOPMENT PROCESS

It is a dynamic process involving many different people and procedures. Development connotes
changes which is systematic. A change for the better, means alteration, modification, or
improvement of existing condition.
Curriculum development process is the multi-step process of creating and improving a course taught
at a school or university.
In curriculum development process it will systematically organizes through what will be taught, who
will be taught, and how it will be taught the lesson.
To produce positive changes, development should be purposeful, planned and progressive.
Usually, it is linear and follows a logical step-by-step fashion involving the following phases: curriculum
planning, curriculum design, curriculum implementation and curriculum evaluation

MODELS INVOLVE FOUR PHASES.

1. CURRICULUM PLANNING
 Considers the school vision, mission and goals.
 It also includes the philosophy of strong education belief of the school. All of these will eventually
be translated to classroom desired learning outcomes for the learners.

2. CURRICULUM DESIGNING
 Curriculum design is the planning period when instructors organize the instructional units for their
course.
 Curriculum design it involves planning activities, readings, lessons, and assessments that achieve
educational goals.
 Each learning objective is met with assessment strategies, exercises, content, subject matter
analysis, and interactive activities. These include subject-centered design, learner-centered design
and problem-centered design.
 A curriculum design will also include the resources to be utilized and the statement of the intended
learning outcomes.

 SUBJECT-CENTERED CURRICULUM DESIGN – it revolves around a particular subject

matter or discipline.
For example, a subject-centered curriculum may focus on math or biology. This type of
curriculum design tends to focus on the subject rather than the individual.
  LEARNER-CENTERED DESIGN – focuses on the quality of student learning (Barr & Tagg, 1995). It
is based on the understanding that each learner has different characteristics and
these characteristics should be employed to elevate both training and learning.

3. CURRICULUM IMPLEMENTING
 is putting into action the plan which is based on the curriculum design in the
classroom setting or the learning environment.
 The teacher is the facilitator of learning and, together with the learners, uses the curriculum as
design guides to what will transpire in the classroom with the end in view of achieving the intended
learning outcomes. Implementing the curriculum is where action takes place.
 Implementing the curriculum is where action takes place. It involves the activities that transpire in
every teacher’s classroom where learning becomes an active process.

4. CURRICULUM EVALUATING
 determines the extent to which the desired outcomes have been achieved. This procedure is on-
going as in finding out the progress of learning (formative) or the mastery of learning (summative).
Along the way, evaluation will determine the factors that have hindered or supported the
implementation.
 It will also pinpoint where improvement can be made and corrective measures, introduced. The
result of evaluation is very important for decision making of curriculum planners, and implementor.

CURRICULUM MODEL
A model is a format for curriculum design developed to meet unique needs, contexts, and/or
purposes. In order to address these goals, curriculum developers design, reconfigure, or
rearrange one or more key curriculum components.
It also shows how these components relate to each other and to the curriculum
development process. It begins when an issue, concern, or problem needs to be
addressed.
Curriculum models provide a structure for teachers to “systematically and transparently map out
the rationale for the use of particular teaching, learning and assessment approaches” in the
classroom, and are regarded as an effective and essential framework for successful teachers (by
O'Neill 2015).

A. THE TYLER MODEL

 One of the best-known curriculum models is The Tyler Model introduced in 1949 by Ralph Tyler in
his classic book Basic Principles of Curriculum and Instruction in which he asked 4 questions:
1. Determine the school’s purposes (aka objectives)
2. Identify educational experiences related to purpose/ objectives
3. Organize the experiences
4. Evaluate the purposes /Objectives

 Commonly known as Ralph Tyler's fundamental questions are:

1. What educational purposes should the school seek to attain?

 According to Tyler Model Educational purposes are the most important factor to consider
when developing any type of curriculum and instruction.
 Tyler suggested that valid objectives can be decided by scientific investigations. He said that
Socialists believe that schools are places that “help young people to deal effectively with the
critical problems of contemporary life. As well as educational philosophers, on the contrary,
believe that the primary mission of schools is to transmit the basic values that have been
generated from comprehensive philosophic studies.

2. What educational experiences can be provided that are likely to attain these purposes?
  According to Tyler, the teacher can provide an educational experience through setting up an
environment and structuring the situation so as to stimulate the desired type of reaction”
(Tyler, 1949).

3. How can these educational experiences be effectively organized?

 Organization of educational experiences is to produce a cumulative effect; they must be so
organized that they reinforce each other.
 Relationships of educational experiences can be examined over time and from one area to
another.4. How can we determine whether these purposes are being attained?
 The process of evaluation is essentially the process of determining to what extent the
educational objectives are actually being realized by the program of curriculum and
instruction” (Tyler, 1949).

B. HILDA TABA MODEL

 Grassroots Approach Hilda Taba improved on Tyler’s model. Another approach to
curriculum development was proposed by Hilda Taba in her book Curriculum
Development: Theory and Practice published in 1962.
 She believed that teachers should participate in developing a curriculum. She believed that
teachers, who teach the curriculum, should participate in developing it which led to the model
being called the Grass-Roots Approach.
 She noted 7 major steps to her grass-roots model in which teachers would have major
input. She was of the opinion that the Tyler model was more of an administrative model.
 Hilda Taba (7 December 1902 – 6 July 1967) was an architect, a curriculum theorist, a curriculum
reformer, and a teacher educator. She wrote many books, especially in education,
including The Dynamic of Education (1932), Adolescent Character and Personality (1949),
School Culture: Studies of Participation and Leadership (1955), Action Research: A case study
(1957), Curriculum Development and Practice (1962), Thinking in Elementary School Children
(1964) etc.
 Taba contributed to the theoretical and pedagogical foundation of concept development and
critical thinking in social studies curriculum and helped to lay the foundation of education. She
also created a multipurpose teaching model that utilizes the use of multiple process i.e.
Listing, grouping, re-grouping, labelling, and synthesizing. Her model “Grassroot approach” is
modified version of Tyler’s model.

C. THE SAYLOR AND ALEXANDER MODEL

 Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four
steps. According to them, curriculum 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”

GOALS, OBJECTIVES AND DOMAINS

 The model indicates that curriculum planners begin by specifying the major educational goals and
specific objectives they wish to accomplish. Each major goal represents a curriculum domain and
they advocate 4 major goals or domains: personal development, human relations, continued
learning skills and specialization. The goals, objectives and domains are selected after careful
consideration of several external variables such as findings from educational research,
accreditation standards, views of community groups and others.

CURRICULUM DESIGNING
 Once the goals, objectives and domains have been established, planners move into the process of
designing the curriculum. Here decision is made on the appropriate learning opportunities for each
domain and how and when these opportunities will be provided. Will the curriculum be designed
along the lines of academic disciplines, or according to student needs and interests or along
 themes? These are some of the questions that need to be answered at this stage of the
development process.

CURRICULUM IMPLEMENTATION
 After the designs have been created the next step is implementation of the designs by teachers.
Based on the design of the curriculum plan teachers would specify instructional
objectives and then select relevant teaching methods and strategies to achieve the desired
learning outcomes among students in the classroom.

EVALUATION
 Finally, curriculum planner and teachers engage in evaluation. The model proposed that evaluation
should be comprehensive using a variety of evaluation techniques. Evaluation should involve the
total educational programme of the school and the curriculum plan, the effectiveness of
instruction and the achievement of students. Through the evaluation process, curriculum
planner and developers can determine whether or not the goals of the school and the objectives
of instruction
 2. FOUNDATION OF CURRICULUM DEVELOPMENT

1. PHILOSOPHICAL FOUNDATIONS
Educators, teachers, educational planners and policy makers must have a philosophy or strong
belief about education and schooling and the kind of curriculum in the teachers’ classrooms or
learning environment. Philosophy of the curriculum answers the questions like: What are
schools for? What subjects are important? How should students learn? What methods should
be used? What outcomes should be achieved? Why?
The various activities in school are influenced in one way or another by a philosophy. John
Dewey influenced the use of “learning by doing”, he being a pragmatist. Or to an essentialist,
the focus us on the fundamentals of reading, writing, arithmetic, the essential subjects in the
curriculum.
There are many philosophies in education but we will illustrate only those as presented by
Ornstein and Hunkins in 2004.
A. Perennialism  Aim: To educate the rational person: cultivate intellect
 Role: Teachers assist students to think with reason (critical thinking: HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is enduring.
 Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts

Plato, Aristotle or Thomas

Aquinas
B. Essentialism  Aim: To promote intellectual growth of learners to become competent
 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of the 3Rs; essential subjects
 Trends: Back to basics, Excellence in education, cultural literacy

Wiliam Bagley
(1874-1946)
C. Progressivism  Aim: Promote democratic social living
 Role: Teacher leads for growth and development of lifelong learners
 Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based
 Trends: Equal opportunities for all, Contextualized curriculum,
Humanistic education
John Dewey
(1859-1952)
D. Reconstructionism  Aim: To improve and reconstruct society. Education for change
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global education,
Collaboration and Convergence, Standards and Competencies.
Theodore Brameld
(1904-1987)

2. HISTORICAL FOUNDATIONS
The historical foundations will show to us chronological development along a time line.
Reading materials would tell us that curriculum development started when Franklin Bobbit
(1876-1956) wrote the book “The Curriculum.” Let us see how each one contributed to
curriculum development during his own time.
Here are eight among the many whom we consider to have great contributions.
  He started the curriculum development movement
 Curriculum as a science that emphasizes students’ needs
 Curriculum prepares learners for adult life
 Objectives and activities should group together when tasks are clarified
Franklin Bobbit
(1876-1956)
 Like Bobbit, he posited that curriculum is science and emphasizes
students’ needs
 Objectives and activities should match. Subject matter or
content relates to objectives
Warret Charters
(1875-1952)
 Curricula are purposeful activities which are child-centered
 The purpose of the curriculum is child development and growth.
 He introduced this project method where teacher and student plan
the activities
 Curriculum develops social relationships and small group discussion.
William Kilpatrick
(1875-1952)
 Curriculum should develop the whole child. It is child-centered
 With the statement of objectives and related learning activities,
curriculum should produce outcomes.
 He emphasized social studies and suggested that the teacher plans
curriculum in advance
Harold Rugg
(1886-1960)
 Curriculum is organized around social functions of themes, organized
knowledge and learner’s interest
 Curriculum, instruction and learning are interrelated
 Curriculum is a set of experiences. Subject matter is developed
around social functions and learners’ interest
Hollis Caswell
(1901-1989)
 Curriculum is a science and an extension of school’s philosophy.
It is based on students’ needs and interest
 Curriculum is always related to instruction. Subject matter is organized in terms of
knowledge, skills and values.
 The process emphasizes problem solving. Curriculum aims to educate
Ralph Tyler
generalists and not specialists
(1902-1994)
 She contributed to the theoretical and pedagogical foundations
of concept development and critical thinking in social studies curriculum and
 She helped to lay the foundations of education for diverse student
populations.
Hilda Taba
(1902–1967)
 He described curriculum change as a cooperative endeavor
 Teachers and curriculum specialist constitute the professional core of
planners
 Significant improvement is achieved through group activity
Peter Oliva

3. PSYCHOLOGICAL FOUNDATION OF CURRICULUM

 Psychology provides a basis to understand the teaching and learning process. It unifies
elements of the learning process. It unifies elements of the learning process.
Questions which can be addressed by psychological foundations of education are:
 How should curriculum be organized to enhanced learning?
 What is the optimal level of students’ participation in learning the various contents of the
curriculum?
Three groups of learning theories:
I. behaviorism or association theories:
II. cognitive-information processing theories
III.
IV. humanities theories (Ornstein & Hunkins, 2004).

Educators, teachers, educational

planners and policy makers must
have a philosophy or strong belief
about education and schooling
and the kind of curriculum in the
teachers’ classrooms or learning
environment.
Philosophy of the curriculum
answers the questions like: What
are schools for? What subjects
are important?
How should students learn? What
methods should be used? What
outcomes should be achieved?
Why?
The various activities in school
are influenced in one way or
another by a philosophy. John
Dewey
influenced the use of <learning
by doing=, he being a pragmatist.
Or to an essentialist, the focus us
on the
fundamentals of reading, writing,
arithmetic, the essential subjects
in the curriculum.
There are many philosophies in
education but we will illustrate
only those as presented by
Ornstein
and Hunkins in 2004.
 In summary, the foundation upon which curriculum is based are educational philosophies, historical
developments, psychological explanations, and societal influences. All of these foundations are
interrelated.

4. DIFFERENT TYPES OF CURRICULUMS

1. RECOMMENDED CURRICULUM.
 Almost all curricula found in our schools are recommended.
 For Basic Education, these are recommended by the Department of Education (DepEd), for
Higher Education, by the Commission on Higher Education (CHED) and for
vocational education by TESDA. These three government agencies oversee and
regulate Philippine education. The recommendations come in the form of memoranda or
policies, standards and guidelines. Other professional organizations or international bodies
like UNESCO also recommend curricula in schools.

2. WRITTEN CURRICULUM.
 This includes documents based on the recommended curriculum. They come in the form
of course of study, syllabi, modules, books or instructional guides among others. A packet of
this written curriculum is the teacher's lesson plan. The most recent written curriculum is the K
to 12 for Philippine Basic Education.

3. TAUGHT CURRICULUM.
 From what has been written or planned, the curriculum has to be implemented or
taught. The teacher and the learners will put life to the written curriculum. The skill of the
 teacher to facilitate learning based on the written curriculum with the aid of
instructional materials and facilities will be necessary.
 The taught curriculum will depend largely on the teaching style of the teacher and the learning
style of the learners.

4. SUPPORTED CURRICULUM.
 This is described as support materials that the teacher needs to make learning and teaching
meaningful These include print materials like books, charts, posters, worksheets, or
non-print materials like Power Point presentation, movies, slides, models, realia’s, mock-ups
and other electronic illustrations.
 Supported curriculum also includes facilities where learning occurs outside or inside the four-
walled building. These include the playground, science laboratory, audio-visual rooms, zoo,
museum, market or the plaza. These are the places where authentic learning through direct
experiences occur.

5. ASSESSED CURRICULUM.
 Taught and supported curricula have to be evaluated to find out if the teacher has succeeded
or not in facilitating learning. In the process of teaching and at the end of every lesson or
teaching episode, an assessment is made.
 It can either be assessment for learning, assessment as learning or assessment of
learning.
 If the process is to find the progress of learning, then the assessed curriculum is for learning,
but if it is to find out how much has been learned or mastered, then it is assessment of
learning. Either way, such curriculum is the assessed curriculum.

6. LEARNED CURRICULUM.
 How do we know if the student has learned? We always believe that if a student changed
behavior, he/she has learned.
 For example, from a non-reader to a reader or from not knowing to knowing or from being
disobedient to being obedient. The positive outcome of teaching is an indicator of learning.
 These arcs measured by tools in assessment, which can indicate the cognitive, affective and
psychomotor outcomes. Learned curriculum will also demonstrate higher order and
critical thinking and lifelong skills.

7. 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.
 Teachers should be sensitive and aware of this hidden curriculum. Teachers must have good
foresight to include these in the written curriculum, in order to bring to the surface what are
hidden.

However, in every teacher's classroom, not all these curricula may be present at one time. Many of
them are deliberately planned, like the recommended, written, taught, supported, assessed, and
learned curricula. However, a hidden curriculum is implied, and a teacher may or may not be able
to predict its influence on learning. All of these have significant role on the life of the teacher as a
facilitator of learning and have direct implication to the life of the learners.
5. ALTERNATIVE LEARNING SYSTEM OF CURRICULUM

It is a parallel learning system in the Philippines that provides a practical option to the existing formal
instruction. When one does not have or cannot access formal education in schools, DepEd ALS is
an alternate or substitute. ALS includes both the non-formal and informal sources of knowledge
and skills.

ALTERNATIVE LEARNING SYSTEM (ALS) LEGAL BASES

1987 Philippine Constitution
Provides for the recognition and promotion of other forms of education other than formal
education.
 Article XIV, Section 2, Paragraph (1) declares that the State shall establish, maintain and
support a complete, adequate and integrated system of education relevant to the needs of the
people and society; and paragraph (4) concisely encourages nonformal, informal and
indigenous learning systems as well as self-learning, independent and out of school study
programs particularly those that respond to community needs.

Republic Act 9155

 The Governance Act for Basic Education otherwise known as the Republic Act 9155 mandates
the Department of Education to provide nonformal and informal education to out-of-school
children, youth, and adults in the Philippines through the Alternative Learning System.
 ALS TARGET LEARNERS
Elementary and Secondary School Leavers
 Out-of-School Children – 6-14 years old
 Out-of-School Youth – 15-24 years old
 Out-of-School Adults – 25 years old and above
 Anyone who has not completed 12 – year of basic education.

DEPED ALS PROGRAMS AND PROJECTS

1. ALS Accreditation & Equivalency Program
2. The Mobile Teacher Program
3. The eSkwela / e-Learning Program
4. Balik Paaralan Out-of-School Youth Prog (BPOSA Program)
5. The “Kariton Klasrum”
6. The Abot-Alam Program
7. ALS for Differently-Abled Person [Special Education in ALS]
8. ALS ALIVE
9. Indigenous Peoples Education for ALS
10. Special Interest Programs

DepEd ALS programs are carried out by learning facilitators who may be directly employed by DepEd
or through service providers and partners. These learning facilitators go to a sitio or barangay to
conduct learning sessions.

They can be grouped into three main categories:

1) DepEd-delivered,
2) DepEd-procured,
3) DepEd partners-delivered.

1. DEPED-DELIVERED
 refers to the ALS program implementation directly carried out by DepEd ALS implementers,
such as the Mobile Teachers, and District ALS Coordinators who are both employed by DepEd
and hold regular teacher items;
2. DEPED-PROCURED
 refers to the ALS program implementation carried out by service providers contracted by the
DepEd through the Schools Division Superintendent, such as NGOs, people’s organizations,
literacy volunteers, and other community-based organizations (CBOs).
3. NON-DEPED FINANCED/PARTNERS
 refers to the implementation of ALS programs by non-DepEd organizations, such as Local
Government Units (LGUs), NGOs, and other government organizations, international donor
agencies, church-based organizations and individuals on a voluntary basis using their own
resources.

ALS CURRICULUM
Goal:
LIFELONG LEARNING
process whereby every individual acquires attitudes, knowledge, values and insights from daily
experiences
As a learning process beginning at birth and ending only with death (formal, informal and
nonformal, alternative) which allows individual to continue learning and developing knowledge
 and competencies, necessary for the effective participation in solving real life problems and in
functioning effectively in the society.

ALS 5 LEARNING STRANDS

1. Communication Skills (English & Filipino)
2. Problem Solving and Critical Thinking
3. Sustainable Use of Resources/Productivity
4. Development of Self and a Sense of Community
5. Expanding One’s World Vision

ALS PRINCIPLES OF LEARNING

1. does not only take place within the four (4) walls of the classroom;
2. is fun with the use of active learning strategies;
3. is not compartmentalized into subjects but it is integrative and holistic;
4. Teachers and schools are not the only sources of learning;
5. is enhanced when the needs, interests and experiences of the learners are considered;
6. acquired outside the school system is equivalent to learning acquired in the schools (recognition
of prior learning); and
7. Mother tongue is necessary to acquire basic literacy skills.

ALS MODALITIES
1. Face to Face Learning Session / Structured Learning Session
2. Independent / Home Study / Modular / Self-Learning
3. Radio-Based Instruction [RBI]
4. eSkwela / e-Learning

ALS POST-IMPLEMENTATION SUPPORT SYSTEM

1. Graduation/ Completion Ceremony
2. Counseling
3. Referral

6. THE STAGE DESIGN OF THE CURRICULUM

Curriculum design is the planning period during which instructors organize the instructional units for
their courses.
Curriculum design involves planning activities, readings, lessons, and assessments designed to
achieve educational goals.
It refers to the organization of class curriculum as educators prepare to deliver lessons and course
material. Curriculum design involves creating an academic blueprint that supports larger course
goals or objectives.
There are three types of curriculum design models. These are subject-centered design, learner-
centered design, and problem-centered design (Bilbao, et al 2015)

1. SUBJECT-CENTERED DESIGN
 focuses on the content of the curriculum. It corresponds mostly to the textbook written
for the specific subject, thus, this type of design aims for excellence in the subject
matter content.
 Under the subject-centered design model, there are three subtypes. These include
the subject design, the discipline design, the correlation design, and the Broadfield
design.
a. The subject design focuses on the cluster of content. However, the drawback of this
design is that sometimes learning is so compartmentalized. It stresses so much
 on the content that it forgets about students' natural tendencies, interests,
and experiences.
b. The discipline design focuses on academic disciplines. Discipline, in this context,
refers to specific knowledge learned through a method which the scholars use to
study a specific content of their fields.
c. The correlation design comes from a core, correlated curriculum design
that links separate subject designs to reduce fragmentation. Subjects are related to
one another, but each subject maintains its identity.
d. The broad-field design is also known as interdisciplinary design. It is designed in
such a way that the compartmentalization of subjects is avoided. Instead, contents
that are related are integrated. A holistic curriculum, a broad-field design draws
around themes and integration.

2. LEARNER-CENTERED DESIGN
 advocates that the learner should be the center of the educative process.
 It has three subtypes, namely, child-centered design, experience-centered design, and
humanistic design.
a. The child-centered design is anchored on the needs and interests of the child. Here,
the learner is not considered as a passive individual but as one who engages with
his/her environment. Thus, a child learns by doing.
b. The experience-centered design is similar to the child-centered design, it
proposes that the interests and needs of the learner cannot be pre-planned.
Therefore, it is the experiences of the learners which should become the starting
point of the curriculum, and thus, the school environment.
c. The humanistic design, on the other hand, draws on the development of self as the
ultimate objective of learning. It stresses the whole person and the integration of
thinking, feeling, and doing.

3. THE PROBLEM-CENTERED DESIGN

 draws on a more progressive view of the curriculum and has two types, the life-situation
design, and the core design.
a. Life-situation design ensures that the contents are organized in ways that allow
students to view problem areas. It uses the past and the present experiences of
learners as a means to analyze the basic areas of living. The connection of subject
matter to real life-situations increases the relevance of the curriculum.
b. The Core Design centers on general education, and the problems are based on
common human activities. The central focus of the core design includes common
needs, problems, concerns of the learners.

 Inquiry is an activity we engage in every day. We ask questions of ourselves and others in our
quest for understanding. In our own inquiries we seek understanding by engaging in daily
activities, working on projects, or performing tasks. These are some of the ways we are constantly
learning.
 In curriculum design, teachers can make use of the many forms of inquiry to promote
understanding for our students. What questions really engage students? What questions will help
frame a course of study? What questions do students want to explore? What content is worth
learning?
 We use the word inquiry when discussing curriculum design to make a slight distinction from
other forms of instructional planning. We wish to simply emphasize the importance of questions
in the design of learning. When questions are used strategically, they help frame ideas, lead to
new ideas, and promote learning.

THREE STAGES OF PLANNING

A. IDENTIFY DESIRED RESULT
 What should students know, understand, and be able to do? What is worth understanding? What
“enduring” understandings are desired?
 In this stage we consider our goals and identify the understandings for a unit of study.

WHAT IS REALLY IMPORTANT TO KNOW?

B. DETERMINE ACCEPTABLE EVIDENCE
 How will we know if students have achieved the desired results and met the standards? What will
we accept as evidence of student understanding and proficiency?
 Planning backwards suggests that we think about a unit or course in terms of the collected
assessment evidence needed to document and validate that the desired learning has been
achieved. It is not simply content to be covered or a series of learning activities. This approach
helps us develop learning activities for students that are more likely to demonstrate their
understanding of the material

When teachers use and design classroom-based assessments well, we can assess both content and
process. Generally, this form of assessment is more engaging for students. Teachers can use this
form of assessment to collect feedback on instruction as well.

What are classroom-based assessment tasks? Sometimes we name them performance

tasks/projects or they can be academic prompts. These can be long or short student assignments
that can “open a window into a student’s developmental thinking” from the beginning to the end of
a unit of study.
C. PLAN LEARNING EXPERIENCES AND INSTRUCTION

 What prerequisite knowledge and skills will students need in order to perform effectively and
achieve desired results? Given the performance goals, what needs to be taught and coached? How
will that be done? What materials and resources are best suited to accomplish these goals? Is the
overall design coherent and effective?
 With clearly identified results and appropriate evidence of understanding in mind, it is now time to
plan instructional activities. The specifics of instructional planning – choices about teaching
methods, sequence of lessons, resource materials, etc. –occur after the goals and assessments are
identified. Teaching is a means to an end.
Reference: https://www.sfsu.edu/~teachers/download/Inquiryframework.pdf
PRELIM EXAM
1. FOUNDATION OF GUIDANCE

A. Philosophical Foundations
Involve a wide range of considerations that anchor on several issues in education.
These issues include the purpose of learning, sources of the subject matter, the nature of teaching/learning
process, characteristics of the leaner, among others (Ekanem, & Ekefre, 2014).
Philosophy is indeed at the heart of curriculum development. It guides educators in formulating beliefs,
arguments and assumptions and in making value judgments. It also helps provide a broad outlook in
answering the question about what schools are for, what subjects are important, and how students should
learn and what materials and methods can be used.
The various philosophical thoughts that influence curriculum are Idealism, Realism, Existentialism,
Pragmatism, Essentialism, perennialism and Deconstructionism.
B. Psychological Foundations
Educational Psychology as a discipline is concerned with the question of how people learn (Ornstein and
Hunkins, 1998).
Psychologists are concerned with establishing patterns in human life so as to be able to understand and
predict behavior (Shiundu and Omulando, 1992).
Educational Psychology as a discipline advances principles of teaching and learning that influence teacher-
student behavior within the context of the curriculum. This is because psychology is the unifying element in
the learning process. For example, John Dewey, a renowned educationist acknowledges that psychology is the
understanding of how the individual learner interacts with objects and persons in the environment.
Psychology in general and educational psychology in particular contributes to appropriate decision making in
curriculum regarding selection and organization of appropriate objectives, learning experiences and
methods of evaluation as well as decisions regarding the scope of the curriculum.
According to Ornstein and Hunkins (1998) psychology serves as the impetus for many curriculum decisions.
Psychological influences of curriculum can best be understood through theories of learning. These theories of
learning are classified into three broad categories as follows: Behavioral learning, cognitive and
developmental learning and humanistic learning theories.

C. Social Foundations
Schools are part and parcel of society and exist for society. Society influences society through its curriculum.
Social foundations of curriculum is crucial in making decisions about what should be included in the
curriculum and eventually what happens in the classroom.
A curriculum should be able to prepare students for the present and the future. In other words, a curriculum
should address the wants and needs of learners by responding to social conditions locally, nationally and
globally.

D. Historical Foundations
History is the creation resulting from human activities through participating in different events. In order to be
certain with what will happen in the future, one has to trace back of what transpired in the past.
Historical foundation of curriculum addresses different phases of human development. Students recognize
that events in culture and personal issues take place continually.
The study of history can help students gain perspective on events and issues they face.
The ability to break down and analyze events is an important step in critical thinking.
From historical foundation of curriculum therefore, a study on politics, economics, geography, agriculture,
religion and sociocultural practices are expounded to be certain with the past and predetermine the future
for the well-being of the society.
Curriculum developers always ensure the historical perspective is well reflected when designing curriculum in
order to capture not only the local flavor but also global historical views.
2. PROPOSAL TWO-YEAR PLAN FOR GUIDANMCE PROGRAM

July-
August
2023

August
2023

August
-April
2024

August -
April
2024

August -
April
2024

August -
April
2024

August -
April
2024

August -
April
2024
 August -
April
2024

3. TRAINING PROPOSAL

PROGRAM NAME: Orientation on Career Awareness and Opportunities for SHS Students
AMOUNT REQUESTED: 4,400.00
I. RATIONALE:
The Department of Education (DepEd) issues the Career Guidance Program (CGP) for School Year 2022-
2023 which aims to establish guidelines and procedures for its implementation. The CGP aims to guide
secondary level students in choosing career tracks that they intend to pursue through informed
career choices towards becoming productive and contributing individuals as stated in RA 10533 otherwise
known as the Basic Education Act of 2013. This document shall guide all stakeholders in planning,
implementing, monitoring, and evaluating the CGP for S.Y. 2021-2022. Memorandum No. 00-0520-0030 s.
2020 from the Office of the Undersecretary for Administration (OUA), issued in May 2020, and the Joint
Memorandum issued on September 21, 2020 by the OUA, the Office of the Undersecretary for Curriculum
and Instruction (OUCI) , and the Office of the Undersecretary for Field Operations (OUFO) on the
Announcement of the Transfer of Management and Supervision of the Career Guidance Program to
Curriculum and Instruction Strand, hence, the issuance of the Career Guidance Program (CGP) for
S.Y. 2021-2022. This shall be implemented in all public elementary and secondary schools nationwide for S.Y.
2021-2022.Immediate dissemination of and strict compliance with this Memorandum is directed.

II.PROPOSED ACTIVITIES FOR FY 2022

A. Title of Activity: Orientation on Career Awareness and Opportunities for Grade 10 Students
A.1. Date of Conduct: November 25, 2022
A.2. Duration of Activity: 1 day
A.3. Venue/Platform: Managok National High School, Malaybalay City, Bukidnon
A.4. Target Participants: 1 teacher as facilitators; 3 resource persons; 108 Students
A.5. Activity Rationale:
The purpose of the career guidance is to explore and develop potentials of individuals and to do so
inform career choice must be made in the student’s life. Students need career guidance to explore and plan
for the future career endeavors based on their individual interest, skills and values. Participation
in career guidance enhances linkage of academic and career experiences and thus improves career
preparation and management. Guidance service is assistance given to student in Managok National High
School in order to increase the quality of the individual’s potential.

A.6. Objective:
Terminal Objective: The purpose of the career guidance is to explore and develop potentials of
individuals and to do so inform career choice must be made in the student’s life.
Enabling Objectives:
 To help individuals make decisions and choices involved in planning a future and building a
career, or in choosing an occupation, preparing for it, and entering for it.
 To assist the students to form valuable impressions and general understanding about the world
of work and workers, to develop positive attitude relating to occupation and the people who
hold them, and to impress the student the importance of learning about his/her attitude and of
values as promptness, regularity, industry and smooth relationship with others.

A.7. Expected Output:

 Students will be able to make a better decision and choices in planning their future and building
their career.
 The students will have a general understanding about the world of work and workers.
  The students will develop positive attitude relating to occupation

A.8. Methodology:
Career guidance caters the needs of the learners in order to mold them in career choice.
New Canaan Integrated school will conduct its school-based career guidance to help learners to have better
choices in terms of choosing the right path they will take as they move forward in their education.
And this methodology intends to provide recommendation on how the program will run on
November 25, 2022. The registration will start at 7:00AM to 7:30AM by our Guidance Coordinator Ma’am
Jenifer E. Tamposto be assisted by Grade 11 adviser Ma’am Amavie Roasario M. Nuevo.
The program will start at exactly 8:00AM in the morning with an opening prayer to be offered by Sir
Danilo C. Alinton to be follow by the singing of the Philippine National Anthem, Rehiyon Dose and Sarangani
Hymn to be conducted by Samuel J. Traje. A welcome Remarks will be given by the indefatigable school head
of New Canaan Integrated School Sir Jimuel M. Villamor and the discussion per module will follow.
The resource speaker will be Danilo C. Alinton for module 1 and 2, Jenifer E. Tampos for module 3 and
4, Amavie Rosario M. Nuevo for module 5 and 6 and Sir Samuel J. Traje for module 7 and 8. Right after the
discussion a Mock Interview will follow to be facilitated by the Guidance Coordinator.
At 11AM Open Forum and Feedback Giving will come after the presentation/discussion of
our speaker. Right after the feedback giving will be the distribution of the certificates to be assisted
by the School Head Sir Jimuel M. Villamor and to be assisted by the Senior High School Dept. Chairman Sir
Danilo C. Alinton. A closing remarks will be given by Ma’am Jenifer E. Tampos and the program will be
closed by Ma’am Amavie Rosario M. Nuevo.
To analyze and evaluate the advancement of the plans for this project's improvement, the M&E
in-charge will keep an eye on how the SLAC is being conducted.

A.9. Resource Requirement:

 Secretariat (Jenifer E. Tampos)

 Facilitator (Samuel J. Traje)
 The Program Manager (Jimuel M. Villamor)
 Documenter (Zuche Polangcos )
 Resource Persons (Samuel J. Traje, Amavie Rosario M. Nuevo, Jenifer E. Tampos, Danilo C.
Alinton)

A.10. Budgetary Requirement

EXPENSES TOTAL
Batch No. of Pax Snacks(100/Head) Hauling Certificates Contingency
and
Tarpaulin
1 108 3,000.00 700.00 200.00 500.00 4,400.00

Prepared by: Noted by:

DAVE A. RAMAYAN PASTOR P. ABEJUELA III

School Guidance Coordinator School Head
4. PROGRAM AND ACTIVITY DESIGNED
A. SCHOOL YEAR PER AREA ACTIVITY
School Guidance
Curriculum
Introduction of the
Guidance and Counseling
Services
Building self-esteem
Personal strengths and
positive attributes
(individually and group)
Celebrating our uniqueness
and differences
OCTOBER – Anti Bullying Month/Parents Visitation Month
Learning skills in handling
bullying
Decision-making and
problem solving
Making healthy choices
Understanding need for
self-Control
Friendships
Appropriate
communication
Learning skills in handling
bullying (Cont.)
Conflict resolution
Learning and expressing
gratitude
Recognizing and
appreciating cultural and
ethnic diversity
Respecting differing view-
AUGUST
Individual Student Responsive System
Planning Services Support
Identifying students with Teacher conferences on Faculty meetings
low achievement students with special needs
Professional development
Parent conferences on interpreting low test
Individual counseling results of students; areas
of strengths and areas of
improvement
SEPTEMBER
Building self-esteem Individual Counseling Faculty meetings
Identify students for small Character Education Word Professional development
group counseling of the Week morning
announcement
Permission slips for small Teacher-Parent
groups sent to parents Conferences
Data meeting per grade
level
Student Government
Identifying at-risk students Individual counseling Faculty Meetings
based on DIBELS results
Students of the Month and Professional development
Work with the Reading breakfast treat
Coach in understanding Guidance Advisory
student weaknesses in Character Education Word Committee meeting
reading of the Week a.m.
announcement
Student Government with
Red Ribbon Week Teacher-Parent
Conferences
NOVEMBER - Thanksgiving
Formative Assessment Individual counseling Faculty Meetings
Data meeting per grade Teacher-Parent Professional development
level Conferences
Continue to identify and
assist at-risk students
DECEMBER
Midyear administration Individual counseling Faculty Meetings
Teacher-Parent Professional development
Conferences
Christmas Giving
points
Dispense canned goods
Small groups sessions collected to food pantries
JANUARY
Goal Setting (Long- and Continue to identify and Individual counseling Faculty Meetings
short-term goals) assist at-risk students
Character Education Word Professional development
Career exploration Identify areas of need for of the Week
small group counseling Guidance Advisory
Learning styles and career Teacher-Parent Committee meeting
awareness Conferences
FEBRUARY
Career exploration Continue to identify and Individual counseling Faculty Meetings
assist at-risk students
Test-taking skills Character Education Word Professional development
Career exploration for 6th of the Week
Small group counseling graders (cont.)
sessions Teacher-Parent
Conferences
MARCH
Career Day Data meeting per grade Individual counseling Faculty Meetings
level
Test-taking skills Character Education Word Professional development
Continue to identify and of the Week
Personal Safety assist at-risk students
Teacher-Parent
Small group counseling Peer mentoring Conferences

APRIL
Test-taking skills assessment (1st – 6th) Individual counseling Faculty Meetings

Personal Safety Peer mentoring Character Education Word Professional development

of the Week
Small group counseling
Teacher-Parent
School success and hard Conferences
work

https://www.lee.k12.al.us/Page/6658

B. BUDGET PROPOSAL

Activity Output Date of Person Budget Budget Source

Implementation Responsible
School Head,
Attendance Head Teachers
check/Home 200 students out June to April Adviser, 1,000.00- MOOE
Visitation of 3000 Guidance counselor,
Guidance
Teacher & Parents
School Head,
Submission of Head Teachers
Attendance Analyzed/Recorded Quarterly Adviser, Not Applicable Not Applicable
Report Data Guidance
Counselor,
Teachers
 School Head,
Convene all Consolidated drop- All Year Round Head Teachers,
adviser out report Guidance Not Applicable Not Applicable
counselor and
Teachers
School Head,
Parent Consulted with Quarterly Head Teachers, Not Applicable Not Applicable
assembly parent of probable Guidance
drop out counselor and
Teachers
School Head,
Regular Recorded Report Quarterly Head Teachers, 5,000.00 MOOE
Guidance Guidance
counseling counselor and
Teachers

GUIDANCE ANNUAL
ACTION PLAN
ACADEMIC YEAR 2015-2016
Services Objective
Activities/Programs
Strategies Time Frame
Person
Involved
Individual
Inventory
Gathered data of all new
and transferees
-Filling up of the Student
Inventory Form (SIF)
-Finalize lists of new
and transferees
June to August
-Guidance
Advocate
-Faculty
-Registrar
Gathered data of all
students (Pre-elementary,
Elementary, Junior and
Senior High School)
-Filling up and Updating of
the Student Inventory Form
(SIF)
-Computerized lists
of students
-Arrange Student
Inventory Form (SIF)
alphabetically per
level
Information
Oriented students on the
different school policies
and services
-Students Orientation -Meet for
the
planning
-Submit a program
-Seek the Principal’s
approval
-Conduct the
Orientation
-Evaluate the
program
June
-Guidance
Advocate
-Faculty
-Registrar
Update students and
Faculty on the different
Guidance Services
-Information Dissemination
-Bulletin Board updating
-Presentation of
Guidance Services
-Confer with the
Principal
-Evaluation of
activity
Testing Diagnosed students
concerned such as:
a. Personality
b. Academic
c. Interest
-Conduct standardized tests
-Administered Interest
Checklist
-Identify the test
takers
-Administer the test
-Interpret the result
-Utilize the result
June to March -Guidance
Advocate
-Learne
GUIDANCE ANNUAL
ACTION PLAN
ACADEMIC YEAR 2015-2016
Services Objective
Activities/Programs
Strategies Time Frame
Person
Involved
Individual
Inventory
Gathered data of all new
and transferees
-Filling up of the Student
Inventory Form (SIF)
-Finalize lists of new
and transferees
June to August
-Guidance
Advocate
-Faculty
-Registrar
Gathered data of all
students (Pre-elementary,
Elementary, Junior and
Senior High School)
-Filling up and Updating of
the Student Inventory Form
(SIF)
-Computerized lists
of students
-Arrange Student
Inventory Form (SIF)
alphabetically per
level
Information
Oriented students on the
different school policies
and services
-Students Orientation -Meet for
the
planning
-Submit a program
-Seek the Principal’s
approval
-Conduct the
Orientation
-Evaluate the
program
June
-Guidance
Advocate
-Faculty
-Registrar
Update students and
Faculty on the different
Guidance Services
-Information Dissemination
-Bulletin Board updating
-Presentation of
Guidance Services
-Confer with the
Principal
-Evaluation of
activity
Testing Diagnosed students
concerned such as:
a. Personality
b. Academic
c. Interest
-Conduct standardized tests
-Administered Interest
Checklist
-Identify the test
takers
-Administer the test
-Interpret the result
-Utilize the result
June to March -Guidance
 Advocate
-Learne
GUIDANCE ANNUAL
ACTION PLAN
ACADEMIC YEAR 2015-2016
C. DEVELOPMENT PLAN

GUIDANCE ANNUAL
ACTION PLAN
ACADEMIC YEAR 2015-2016
Services Objective Activities/Programs Strategies Time Person Involved
Frame
Gathered data of all Filling up of the Student Finalize lists of new
new and transferees Inventory Form and transferees
Individual Gathered data of all Computerized lists
Inventory students (Pre- -Filling up and Updating of students June to -Guidance
elementary, of the Student Inventory -Arrange Student August -Advocate
Elementary, Junior Form (SIF) Inventory Form -Faculty
and Senior High (SIF)alphabetically -Registrar
School) per level
-Meet for the
planning
Oriented students on -Submit a program
the different school -Seek the
Information policies and services Principal’s Approval -Guidance
-Conduct the -Advocate
-Students Orientation Orientation -Faculty
-Evaluate the June -Registrar
program
Update students and -Presentation of
Faculty on the -Information Guidance Services
different Guidance Dissemination -Confer with the
Services -Bulletin Board updating Principal
-Evaluation of
activity
Testing Diagnosed students -Identify the test
concerned such as: takers
a. Personality -Conduct standardized -Administer the June to -Guidance
b. Academic tests test March Advocate
c. Interest -Administered Interest -Interpret the -Learners
d. Problems Checklist result
 e. Intelligences -Utilize the result
-Apply intervention
if needed
-Identify students
Assisted identified with problems and
Counseling students with -Conference with difficulties June to -Guidance
problems and students and parents -Refer with Adviser March Advocate
difficulties -Conference with -Learners
the Learner -Parents
-Call for a -Faculty
Conference with
Parents
Follow Up Record progress of -Conference with
identified students Follow up with the the Adviser and June to -Guidance
with problems and students with the the Parents for any March Advocate
difficulties following problems and improvements of -Learners
difficulties the students after -Parents
the intervention -Faculty
made
Career Grade 10 students -Formulate
Guidance were given proper Program Design
guidance on man’s Career Orientation -Seek approval March -Guidance
vocation and the from the Principal Advocate
different career and the School -Grade 10
opportunities Director Advisers
-Conduct the -School Principal
Career Orientation
-Evaluate the
program

5. THE GUIDANCE PROGRAM APPROACH

Identified four general approaches to guidance and counseling, these are:
(1) Crisis,
(2) Remedial,
(3) Preventive, and
(4) Developmental.
It sometimes may appear these four approaches overlap one another and it is certainly possible to
incorporate all of them into a developmental approach.
However, each approach has a salient theme that influences program direction, the type of services
provided to students, and how professional personnel spends their time.

A. The Crisis Approach

 Everyone has problems. The crisis approach to counseling and guidance is to wait and react to critical
situations.
 When people reach a point where their welfare, or the welfare of others, is threatened or when a
decisive action must be taken, a counselor could provide a crisis intervention.
 Crisis interventions are an inevitable part of a school counselor's work. A teacher and student, for
example, may exchange angry words. Suddenly, there is an awkward and uncomfortable
confrontation that needs attention. Or, maybe a boy reports to school and unexpectedly bursts into
tears, as thoughts of his parents' pending divorce sadden him. A crisis moment has occurred and a
counsellor may help.
 In each of these cases, a turning point is at hand and the crisis might receive attention by a counselor.
 But the crisis approach is too expensive, inefficient, and time consuming to be the only one used in a
guidance program. In addition, there are not enough helpers available to attend to all the critical issues
and problems that occur. Consequently, many problems that are on the verge of becoming crises often
are ignored or quickly dismissed in the hope things will get better in time. Counselor time is premium
time and it can be consumed quickly by responding to crisis after crisis.
B. The Remedial Approach
 The remedial approach focuses on identifiable deficiencies.
 A remedy is suggested or applied in the hope a student will be able to make normal progress and avoid
a crisis situation.
 These students can benefit from a learning or relearning approach that helps them make up their
academic or social deficits.
 Through student assessments, and then focused counseling and guidance interventions, they can catch
up before their lack of preparation creates problems.
 A troubled student might not relate well to classmates and teachers. Perhaps social courtesies were
missed along the way or effective interpersonal skills were absent in parenting.
 The student might participate in counselor-led group activities where interpersonal skills could be
discussed and practiced.
 As the student makes up social deficits, relationships with teachers and other students would improve
C. The Preventive Approach
 Another approach to guidance and counseling is about preventing problems.
 For instance, instead of waiting until a young couple become pregnant, wouldn't it be better if they
knew something about birth control, so an unwanted pregnancy could be prevented?
 Instead of waiting until a boy physically strikes a teacher, wouldn't it be better to teach the boy
some communication skills, so differences could be discussed instead of acted out?
 The preventive approach tries to anticipate problems and then stop them from
happening.
 However, think of all the things society is trying to prevent young people from experiencing. Sexual
promiscuity

D. The Developmental Approach

 The developmental approach to guidance and counseling attempts to identify certain skills and
experiences that students need as a part of attending school and becoming successful.
 In this approach students learn coping skills before they have an interpersonal crisis.
 Its main goal is to help people to boost their performance, address any issues they might have,
discover their strong and weak sides.
 In this approach students help to maturing, enable them grow properly and develop positive behavior.
MID-TERM EXAM
1. COUNSELING
Professional counseling is the application of mental health, psychological, or human development principles,
through cognitive, affective, behavioral or systematic intervention strategies, that address wellness,
personal growth, or career development as well as pathology. (American Counseling Association,
2008)
A. Nature and Purpose
 School counselling functions may include individual, group, and classwork to provide both an intervention and
prevention service.
 The intention of the counselling service is to respond to emotional, social, intellectual, academic, career,
physical, safety, and health needs in a developmentally appropriate manner.
 provide an environment that is conducive to self-exploration in order to develop an awareness of personal
uniqueness
 promote personal and social development appropriate to developmental stages
 help students, through their families and their community, grow in areas such as self-esteem and individual
responsibility, and in skills such as decision making and social relationships
B. Goals
 The goal of counselling is to build such a strong relationship between counsellor and client that there is space
for growth and exploration on both accounts. By building an empathetic, non-judgmental and accepting
space the client will be able to open up and share their deepest pain, fears, hurt and ideas.
 Different individuals have different perceptions of what can be expected of counseling. However, there are
five commonly named goals of counseling.
1. FACILITATING BEHAVIOR CHANGE
 The goal of counseling is to bring about change in behavior that will enable to the client to be more
productive. Goals can be measurable so that client can measure that program.
 According to Rogers (1951) behavior change is a necessary result of the counseling process although
specific behaviors receive little or no emphasis during process.

2. IMPROVING RELATIONSHIP
 Many clients tend to have major problems relating to others due to poor self- image. Likewise
inadequate social skills cause individuals to act defensively in relationships.
 The counselor would then strive to help the client improve the quality of their lives by developing
more effective interpersonal relationships.

3. FACILITATE CLIENT’S POTENTIAL

 Helping individuals to cope with new situation and challenges. We will inevitably run into difficulties in
the process of growing up. Most of us do not completely achieve all over our development tasks within
a life time.
 All of the unique expectations and requirements imposed on us by others will eventually lead to
problem learning coping patterns, however may not always work.

4. PROMOTING DECISION MAKING

 The goal of the counseling is to enable the individual to make critical decisions regarding alternative
courses of actions without outside influence. Counseling will help individuals obtain individuals obtain
information and to clarify emotional concern that may interfere with or be related to the decision
involved.
 These individuals will acquire an understanding of their capabilities and interests. They will also come
to identifying emotions and attitudes that could influence their choice and decisions.

5. ENHANCE POTENTIAL AND ENRICH SELF DEVELOPMENT

 Help individuals to cope with new situations and challenges. Counseling seeks to maximize an
individual freedom by giving him or her control over their environment while analyzing responsiveness
and reach to the environment. Counselors will work to help people learn how to overcome.
2. TYPES OF COUNSELING ACCORDING TO AREAS COVERED
1. Academic/Educational
Educational guidance is related to every aspect of education school/colleges, the curriculum, the methods of
instruction, other curricular activities, disciplines, etc.
Educational guidance is the assistance given to the individual;
(i) to understand his/her potentialities,
(ii) have a clear-cut idea of the different educational opportunities and their requirements,
(iii) to make wise choices as regards school, colleges, the course: curricular and extracurricular.
The aims and objectives of personal guidance are:
 To assist the pupil to understand him/herself
 To understand his/her potentialities, strength, and limitation.
 To help the child make educational plans consistent with his/her abilities, interests, and goals.
 To enable the student to know detail about the subject and courses offered.
 To assist the student in making satisfactory progress in various school/ college subjects.
 To help the child to adjust to the schools, its rules, regulations, social life connected with it.
 To help the child in developing good study habits.
 To help the child to participate in out-of-class educational activities in which he can develop, leadership
skills, and other social qualities.
2. Vocational/Occupational/ Career
Vocational guidance is a process of assisting the individual to choose an occupation, prepare for it, enter upon
it, and progress in it.
It is concerned primarily with helping individuals make decisions and choices involved in planning a future and
building a career.
The purpose behind assisting the youth to choose, prepare, enter, and progress in a vocation is the optimum
growth of the individual.
The aims and objectives of personal guidance are:
 Assisting pupils to discover his/her abilities and skills to fit them into the general requirements of the
occupation under consideration.
 Helping the individual to develop an attitude towards work that will dignify whatever type of occupation
s/he may wish to enter.
 Assisting the individual to think critically about various types of occupations and to learn a technique for
analyzing information about vocations.
 Assisting pupils to secure relevant information about the facilities offered by various educational institutions
engaging in vocational training

3. Personal/Social
Personal Guidance is necessary at all stages of life. At the elementary school, stage opportunities should be
given to students for their self-expression.
Personal guidance at this stage deals with the problems related to the feeling of insecurity, social acceptance,
discipline, etc. At the secondary stage, the students have more intricate personal problems. During the
secondary stage adolescent students due to peculiar physical, emotional, and social developments undergo
noticeable changes in their attitude and behavior. Personal guidance at this stage should therefore focus on
personal and social adjustment.
Personal guidance at the tertiary stage aims at helping them view life concerning reality. The scope of
personal guidance at this stage is very wider
The aims and objectives of personal guidance are:
 To assist the individual in understanding himself/herself
 To assist the individual involving the personal problems.
 To assist the individual in making independent decisions and judgment.
 To assist the individual to view the world and the social environment in the right perspective.
 To assist the individual in making sound adjustments to different problems confronted in life
 A. Diet Counseling
is a type of assessment of your health and the types of foods and nutrients your body needs to
support your well-being and other goals.
Those with disease or brain health concerns may wish to alter their diet to improve their immune
system. With nutritional counseling, a professional provides insight into what changes you may need
to make to your diet in order to achieve your overall health or desired outcome.
Dietary counseling: Counseling like this is often one-on-one in which a dietary counselor provides you
with a tailored diet based on your needs as well as your tastes. It’s very specific and often a how-to
plan.
The goal of nutrition counseling is to:
 Assess your individual nutrition needs
 Provide education including practical tips to meet your nutrition needs
 To promote your body's potential towards health, wellness and disease prevention
B. Crisis Counseling
crisis counseling is to help a person regain their sense of control and restore a normal state of
functioning after experiencing a crisis.
crisis counseling is a more direct, solution-focused, and short-term form of counseling.

The goal of diet counseling is to:

 the counselor to provide emotional support and assistance for the individual in crisis.
 focused on minimizing the stress of the event, providing emotional support, and improving the
person’s coping strategies.
 focused on minimizing the stress of the event, providing emotional support, and improving the
person’s coping strategies.

3. BRIEF ON BEREANEMENT COUNSELING

A. Pastoral Counseling
is a unique form of psychotherapy which uses spiritual resources as well as psychological understanding
for healing and growth.
It is provided by certified pastoral counselors, who are not only mental health professionals but who have
also had in-depth religious and/or theological training.
Pastoral counseling uses many of the tools of traditional psychotherapy, but it supports those counseling
methods with theology, faith, traditional knowledge, and the additional resources available within faith-
based communities.
Pastoral counseling works to provide support by meeting these six goals:

 Enlivening the mind

 Revitalizing the body
 Deepening of the individual’s relationship with nature and surroundings
 Personal growth within the chosen social systems, including family and career
 Deepening relationship with God
B. Leisure Counseling
Guidance for leisure is a part of personal guidance. The individual should know how to utilize his/her
leisure time fruitfully.
Leisure generally refers to the free time a person at his disposal.
Leisure in modern times is available to those who are technically trained and efficient. But, unfortunately,
most of us do not know how to utilize leisure time. That is why guidance for leisure is necessary.
C. Addiction Counseling
Addiction counseling is a scientifically researched and developed treatment for those with substance use
disorders. It is generally done with an educated and experienced counselor who provides direct feedback
and education about the disease of addiction and the recovery process.
Addiction counseling is an evidence-based treatment that improves your ability to identify and change
negative thoughts, feelings, and behaviors.
 Addiction counseling can be found in almost all inpatient and outpatient treatment programs. Many
people’s first experience working with a substance use counselor will be at a local detox center or
treatment program after coming to terms with their substance use problem.
D. Cyber Counseling
Cyber counseling, or Web Counseling is the practice of professional counseling and information delivery
that occurs when client(s) and counselor(s) are in separate or remote locations and utilize electronic
means to communicate over the Internet.
Cyber-counseling is one of the skills in implementing virtual counseling services or counseling that takes
place through the help of an internet connection. But what needs to be considered is the device used in
Cyber counseling itself. Of course, the main determinant is the connection with the internet so that
interaction can occur through the website, email, Facebook, video conference or Yahoo messenger or in
other forms.
E. Addiction to the Addicted
Addiction is a chronic condition that can affect many aspects of your life, including your physical and
mental health, relationships and career.
Addictive personalities predispose one to substance abuse and behavioral compulsions. Traits of addictive
personalities can put someone at risk for developing an addiction
There are two main groups of addiction:
1. Substance addictions (substance use disorders).
 Substances are drugs that have addiction potential. They can be prescription medications or non-
medical drugs and include:
 Alcohol.
 Caffeine.
 Cannabis (marijuana).
 Hallucinogens, such as PCP and LSD.
 Hypnotics, sedatives and anxiolytics (anti-anxiety drugs), such as sleeping pills,
benzodiazepines and barbiturates.
 Inhalants, such as paint thinners, aerosol sprays, gases and nitrites (poppers).
 Prescription and non-prescription opioids, such as codeine, oxycodone and heroin.
 Prescription and non-prescription stimulants, such as Adderall®, cocaine and
methamphetamine.
 Tobacco/nicotine, such as smoking cigarettes and electronic cigarettes (e-cigarettes or
vaping).
2. Non-substance addictions (behavioral addictions)
 Behavioral addictions can occur with any activity that’s capable of stimulating your brain’s reward
system. Behavioral scientists continue to study the similarities and differences between substance
addictions, behavioral addictions and other compulsive behavior conditions like obsessive-
compulsive disorder (OCD) and bulimia nervosa.
 Gambling.
 Eating.
 Exercising or dieting.
 Shopping.
 Shoplifting or other risky behaviors.
 Having sex.
 Viewing pornography.
 Video gaming (internet gaming disorder).
 Using the internet (such as on your phone or a computer).

4. DEVELOPMENT OF SCHOOL COUNSELING

Many people are still adjusting to the term school counselor. In the past, people called school counselors
guidance counselors because, at the time, their roles focused on career readiness that came about due to
the Industrial Revolution.
Over the past few decades, more attention has been brought to the various roles that school counselors
play in K-12 settings. School counselors now are trained to follow a comprehensive school counseling
program that supports all students within a K-12 school.
 School counseling addresses issues that may affect students’ academic performance, which includes
psychosocial and behavioral challenges (Gachenia & Mwenje, 2020).
School counseling services are delivered by the school counselor.
A school counselor’s role addresses students’ mental, emotional, social, and academic development
(Heled & Davidovitch, 2020; Popov & Spasenovic, 2020)

Title or role of the school counselor differs somewhat, the key elements of school counseling can be summarized
as:
1. Supporting the psychological, academic, and social development of students
2. Resolving conflicts between all actors in school life
3. Helping students face personal problems
4. Consulting with students, parents, teachers, and principals
5. Coordinating various school activities.
The main goal of school counseling is to provide a level of assistance for all students within a school setting .
The school counselors are often the first contact when students have a concern that is impacting them
academically, socially, and emotionally.
Techniques Used by School Counselors
School counselors use various techniques to support students in the academic setting. Some techniques
that are used are outlined below.
 Individual Counseling
 School counselors often provide individual-counseling sessions to students to help them work
through personal and/or academic concerns that may be hindering them from succeeding
within the academic setting.
 Due to school counselors not providing mental health diagnoses, they do not treat long-term
mental health concerns.
 The goal within the school setting when providing individual counseling sessions is to help students find
solutions to problems that may be having a negative impact on them academically.
 Techniques may vary due to the developmental level of the child. Some techniques that are used in
individual counseling in the school setting include, but are not limited to, play therapy, cognitive
behavior therapy, and solution focused therapy.

 Small-Group Counseling
 Students of today face distinct challenges that may have an impact on them academically.
Due to these needs, small groups can be a service that school counselors provide to reach
more than one or two students at a time.
 Small-group counseling by a school counselor is normally focused on a specific group of
students based on their needs.
 The small groups are put in place to be more of a support or psychoeducational in nature to ensure that
students have resources available based on their needs. Small groups in schools are based on the needs
of the population of students in the building. Therefore, school counselors often conduct needs
assessments with teachers, staff, administrators, students, and parents/guardians to gather information
on what groups would benefit students.

 Guidance Lessons
 Guidance lessons in school are conducted by school counselors at all levels, elementary,
middle, and high schools. Guidance lessons are normally within a classroom setting in which
the school counselors visit and give a presentation on a specific topic based on the needs of
the students.
 Guidance lessons can range from getting to know your school counselor to more intense topics such as
bullying. The main goal of guidance lessons is to provide a dedicated time for school counselors to
support students and to give them information that is relevant and useful based on their needs.
 https://studylib.net/doc/7524335/four-components-of-a-comprehensive-school-counseling-program#

5. EMPLOYEE COUNSELING AND GRIEVANCE HANNDLING

EMPLOYEE GRIEVANCES
 A method for employees to use the resolve conflicts when they feel they have been treated unfairly by
management.
 Grievance arises when employees’ expectations are not fulfilled from the organization as a result of which a
feeling of discontentment and dissatisfaction arises.
COUNSELING
 is a process through which one person helps another by purposeful conversation in an understanding
atmosphere
 It seeks to establish a helping relationship in which the one counseled can express their thoughts and feelings in
such a way as to clarify their own situation, come to terms with some new experience, see their difficulty more
objectively, and so face their problem with less anxiety and tension.
 Its basic purpose is to assist the individual to make their own decision from among the choices available to them.
 is discussion of an employee’s problem that usually has an emotional content to it, in order to help the employee
cope with the situation better.
 Counseling seeks to improve employee’s mental health. People feel comfortable about themselves and about
other people and are able to meet the demands of life when they are in good mental health
EMPLOYEE COUNSELLING
 is an intervention that can help resolve workplace grievances. However, such effort must be complemented by
enforcement of discipline when required.
GRIEVANCE HANDLING
  It is inevitable that employees will feel dissatisfied from time to time about aspects of their working lives. This
may be due to the attitude of managers, a company policy, the behavior of work colleagues, thwarted ambitions,
or a whole lot of other reasons.
 By establishing formal grievance handling procedures, you provide a safe environment for your employees to
raise their concerns. You also create a channel to explain your policies and rationale for actions or decisions

GRIEVANCE
 is any dissatisfaction or feeling of injustice having connection with one’s employment situation which is brought
to the attention of management.

DISSATISFACTION
 is anything that disturbs any employee, whether or not the unrest is expressed in words.

COMPLAINT
 is a spoken or written dissatisfaction brought to the attention of the supervisor or the shop steward.
Four (4) Key Features of a Good Grievance Handling Procedure by Torrington and Hall
1.Fairness
2.Facilities for Representation
3.Procedural Steps
4.Promptness

THE FOLLOWING ELEMENTS FOR A SOUND GRIEVANCE HANDLING PROCEDURE ARE SUGGESTED:
 Well defined communication channels.
 The procedure should be simple, to understand.
 Properly defined steps for redressing of grievances.
 Should have logical sequence of steps.
 Favorable attitude of concerned authorities responsible for redressing.
 Fact base approach for redressed of grievances.
 Proper communication of procedure to all employees and authorities.
 Respect for decisions of redressing authority.
 Periodical review of grievance handling procedure

GRIEVANCE REDRESSAL PROCEDURE

1. Quick action
2. Acknowledging grievance
3. Gathering facts
4. Examining the causes of grievance
5. Decisioning
6. Execution and review

FOLLOWING ARE SOME EFFECTS OF GRIEVANCE HANDLING:

 It encourages employees to raise concerns without fear of reprisal.
 It provides a fair and speedy means of dealing with complaints
 It prevents minor disagreements developing into more serious disputes.
 It saves employers time and money as solutions are found for workplace problems.
 It helps to build an organizational climate based on openness and trust
 It is a channel for an aggrieved employee to express and present his grievance.
 It is an assurance for dispassionate handling of one’s grievance.
 It provides assurance about the availability of some machinery for prompt handling of grievance.
 It is a means by which an aggrieved employee can release his feelings of discontent or dissatisfaction with
his/her job
FINAL EXAM
1. HISTORY AND LEGAL BASIS OF GUIDANCE ANDD COUNSELING

History of Guidance
 The guidance (school) & counseling formally started at the turn of the 20th century
 The foundations of counseling and guidance principles can be traced from Ancient Greece and Rome with the
philosophical teachings of Plato and Aristotle.
 Some of the techniques and skills of modern-day guidance counselors were practice by Catholic priests in the
Middle Ages, as can be seen by the dedication to the concept of confidentiality within the confessional
 Formal guidance programs using specialized textbooks did not start until the turn of the 20th century.
 During the Industrial Revolution, the difficulties of people living in urban slums and the widespread use of child
labor outraged many.
 One of the consequences was the compulsory education movement and shortly thereafter the vocational
movement, which, in its early days was concerned with guiding people into the workforce to become
productive members of the society

Highlights of Guidance Counseling and Counseling in the U.S

 1900 – Frank Parsons and the Vocational Guidance Movement
 WWI – Psychological Assessments in Military Recruitment
 Great Depression – Expansion of counseling roles beyond vocational concerns
 Post WWI- (1) personal and career problems of veterans,
(2) the influx to higher education
 Cold War- Increased emphasis on school counseling as part of the national defense education

Guidance and Counseling in the Philippines

1. Counseling as conceived in the United Stated began in the Philippines during American occupation in 1913-
1934.
2. 2 colleges in Manila providing guidance services geared toward identifying professions and opportunities for
employment. –Establishment of the first psychological clinic at the University of the Philippines
3. The growth of Guidance and Counseling was hampered by the World War II
4. 1940-1960’s Counselor Training and Birth Professional Organization
5. Prior to 2004, counselors and other mental health workers did not need a license to practice, nor was there a
regulatory board to ensure adequate training.
6. Enactment of RA 9258, Guidance and Counseling Act of 2004
7. Enactment of RA 10029, Psychology Act of 2009 Professionalization of Psychologist in PH
8. RA 11306 – Health Act of 2018 Mental Health Act

Guidance and Counseling Defined

Guidance
 This term has always presented a confusing picture because of its imprecise meaning and usage
 It is a term in education that has been flip-flopped with the word “counseling” for more than 50 years
 More traditionally, guidance is an “umbrella” term that encompasses a constellation of services aimed at
personal and career development and school adjustment.
 Professional educators, such as teachers or counselors, commonly deliver these services, although support
personnel also may be involved
 Mosts schools have guidance programs. They are outlined by a set of objectives and related services. There is a
formal, or at least implied, curriculum. Some programs, more than others, are clearly defined and distinct.
 They are better organized and the roles of personnel are more explicit. Services are more systematic and
accountable.
 Guidance, when used to describe an overall school program, is a term that implies personal assistance to
students, teachers, parents, and administrators.
 In addition, to describing program, guidance has been used, on occasion, to describe a helping process. Career
guidance, for example, might be defined as a process of assisting an individual to choose, enter, and progress
in an occupation.
 Guidance can also be described as an instructional process in which student is given information and told how
to move progressively toward a personal goal.
 Guidance also has been used to identify structured learning activities or grouped lessons that guide or lead
students to reach better understandings of themselves and others

Counseling
 It is part of guidance
 Is a profession that involves the use of an integrated approach to the development of a well-functioning
individual primarily by helping him/her utilize her potentials to the fullest and plan its present and future in
accordance with the student’s abilities, interests, and needs. (Guidance Act of 2004)
 The term “counseling” is used to describe a special type of helping process. There is a trust relationship in
which focus is on personal meaning of events and experience
 Rather than rely on general interpretations of information or behaviors, counseling focuses more on personal
awareness, interests, attitudes, and goals.
 It has a philosophical and theoretical base which conceptualizes learning, human behavior, and interpersonal
relationships
 A professionally trained and certified counselor considers counseling a professional endeavor.

Basic Principles of Guidance

The Guidance Program is an integral part of the educational system
1. Guidance is a fundamental and integral part of the educational system. It provides for the holistic
development of the students.
2. Education and guidance support complement each other to maximize student’s growth and development.
3. Administrative and faculty understanding and support of the Guidance Program are crucial to its success.
4. Guidance and personnel perform specific tasks distinct and separate from teaching and discipline

Responsive to students’ needs

1. The guidance program addresses the developmental and adjustment needs of the students.
2. The program considers the unique culture and climate of specific population and environment it serves.
3. Program offerings are based on regular, systematic; assessment of the students’ needs and environment.
4. Guidance is a continuous process throughout the person’s stay in school
5. Guidance activities are specifically planned and developed to ensure program effectiveness.
6. Guidance teams consists of the school counselor, psychologist, social workers, teachers, administrators and
other educational professionals and staff who work together for student’s welfare.
7. Guidance program recognizes the need to provide objective evidence of accomplishments and rationale for
continued existence.

Recognizes the student as an individual and is premised on the following:

1. Each individual has needs that must be attended to.
2. Guidance should extend to all
3. Every individual is unique and possesses worth and dignity
4. Human beings can develop their own rights
5. All individuals have the right and capability to make decision and plans

Is in the hand of qualified personnel

1. The school counselor is a role model of positive human relations
2. Professionally trained to ensure competence, leadership and direction
2. QUALITIES OF EFFECTIVE COUNSELOR
Effective counseling is a two-way street. It takes a cooperative effort by both the person receiving counseling
and the counselor. And it takes a commitment to make sometimes difficult changes in behavior or thinking
patterns.
Counselor and counselee should discuss realistic time frames for reaching the clients goals and agree on
how to measure the progress.
It’s important to establish a good relationship that allows a completely honest thoughts and feelings. Often,
this requires an elusive “chemistry” between both counselor and counselee in which counselee will feel
comfortable with the counselor’s personality, approach and style.
A good counselor can assist you in making positive changes in your relationships with others, helping you
recognize behaviors that may be contributing to a troublesome relationship. Counselor can teach effective
ways of communicating, clearing the way for honest exchanges with people in our life who may be causing
you emotional pain.
1) Counseling Skills and Behaviors
 Effective counseling occurs only when there is a mutual understanding between the health worker and the
patient/client which is brought about by information sharing and exchange of ideas. The qualities of a good
counselor go hand in hand with good counseling skills.
 People Skills = You should greet your patient/client politely and make him/her feel comfortable and
relaxed. With facial expression, eye contact, gestures, and posture, show him/her that you are interested
in what he/she is telling you
2) Patience:
 You need to be very patient. Go to the next step of explanation only when the patient/client has clearly
understood the content of the information you are giving.
 You need to have ample time for the client/patient.
 You must be okay with incremental progress in their lives and rejoice over small victories.
3) Warm
 Provide non-possessive warmth in a counseling environment. Smile and show concern and acceptance to
the patient/client
4) Knowledgeable
 You should have good knowledge on the topic /problem e.g. compliance to medication.
 Some people do not take medication for one reason or the other, while others demand drugs/medication.
For example, Muslims do not take oral medication when they are fasting while Jehovah’s witnesses do not
take blood transfusion.
 Understanding the factors why people may not do certain activities at specific time will assist to assist
them better
5) Self-Aware
 A counselor who is aware of their own fears, insecurities, and weaknesses will be effective in the
therapeutic relationship.
 It is important that you do not react defensively to what a client shares. You must be able to keep your
own feelings out of the session. You will be better able to do this if you are self-aware.
6) Nonjudgmental
 Counselors hear all kinds of private information and encounter all types of people. You may hear dark
secrets from someone’s past involving such things as sexual or criminal behavior.
 You must not push your cultural or religious views upon them.
 Multicultural competency is a necessary skill. The counseling environment needs to be a safe place for a
client to share their most intimate concerns
7) Encouraging
 The ability to encourage is important for a counselor.
 One of the primary jobs of a counselor often involves instilling hope in a hopeless individual.
8) Authenticity
 Authenticity is vital when working with clients.
 Clients will know if you are being fake or not showing genuine concern. They will not open up to you or
trust your advice unless they feel you are genuine.
 This is even more critically important when working with teens.
 9) Having empathy with the patient/client:
 Empathy is the ability to understand and share the feelings of others.
 You need to be able to put yourself in the shoes of your client and understand the situation from their
point of view. Even if you don’t agree with their perspective, you still need the ability to understand how it
feels to them in order to address their issue effectively.
10) Credentials
 Expect at least six years of college to become a guidance counselor.
 Typically, you need an advanced degree in school counseling or a related major, such as career
development.
 On top of education, counselors need a license or certificate to practice

11) Interviewing/Asking Questions

 As a good counselor, you should ask open-ended questions as opposed to close-ended questions.
 You should also ask probing questions.
12) Reflecting Feelings
 By observing and listening, you can imagine how a patient/client feels. You can then tell the patient/client
what you think. When a patient/client gives a vague answer, you can point this out by saying “You seem
not to be clear on this”. This serves three purposes: The patient/client thinks about how he or she feels
and why; You the health worker can find out whether the patient/client is confused; If there is confusion
you can clear it up through discussion.
13) Praise appropriate practices
 You should praise a patient/client for any good practice he/she may mention.
14) Giving Information and negotiating changes
 After the patient/client has told you his/her problem, you should give her/him relevant information and
negotiate changes.
 You should use words that the patient/client understands.
 Check whether the patient/client understands you by asking him/her to repeat the information and
instructions you have given.
 If the feedback shows that the patient/client did not understand the information or cannot remember,
explain again.
15) Use of local language
 Whenever possible use a local language that the client understands best.
 It is important for both you and the patient to understand each other very well

3. USES OF PSYCHOLOGICAL TEST IN THE FOLLOWING SETTINGS:

A psychological test is used to measure an individual’s different abilities, such as their aptitude in a particular
field, cognitive functions like memory and spatial recognition, or even traits like introvertedness.
 These tests are based on scientifically tested psychological theories.
 The format of a test can vary from pencil and paper tasks to computer-based ones.
 They include activities such as puzzle-solving, drawing, logic problem solving, and memory games.
 In these instances, the subject’s responses are analyzed through psychological interpretation and more
complex algorithms than the non-projective techniques mentioned above.
Psychological tests may also involve observing someone’s interactions and behavior. Based on the result of
the test, an inference will be drawn about the individual’s inherent abilities and potential.
A. School
 Psychological testing in schools can identify students with disabilities or delayed skills and determine
their eligibility for receiving individualized lesson plans free of charge to families.
 Psychological testing in schools allows for Curriculum-Based Measurement, or CBM, in which a student’s
academic progress is monitored from elementary school through high school.
 Test outcomes are used to monitor the learning abilities and decision-making abilities of students in both
general and special education.
 CBM helps estimate a student’s improvement rate, identifies those who are dragging in progress and
therefore require alternative methods of learning, and it helps to design more effective individualized
lessons for students with special challenges.
  By using psychological tests to monitor a student's progress, children are able to learn in ways apropos
to their current conditions.
B. Industrial
 Psychological examinations are often used for two purposes:
(i) selection and (ii) placement.
 Both tasks require forecasting an individual's future behavior or performance, and the same tests are
used for both, with the distinction being how the results are applied assess the suitability of candidates
during the recruitment process, determine whether an employee can return to work following an injury,
or assess whether a current employee is mentally fit for work.

 Fit for work assessments can help to gain an understanding of what barriers are preventing employees
from performing their duties, whether or not an employee should be expected to return to work, and
when possible, what adjustments can be made to overcome any such barriers to a return to working life.

C. Clinical
 most psychological tests, especially those measuring motor skills and mental aptitudes, can be useful in
more than one field. A test for cognitive ability, for example, may be used in a school or at an employment
office as well as by a mental health clinician. Also, some tests require high levels of training and expertise
of test users for proper administration and interpretation.
 Psychological tests are often used to monitor a person’s response to medications, which are used
increasingly in treating a number of disorders, including depression, schizophrenia, and attention deficit
disorder in children. The tests can help to track progress during a course of treatment to determine if a
person is receiving the correct dosage, or is responding correctly to the medication

4. FOUR (4) CAREER EDUCATION MODELS

Career education starts from school entry to exit even extending up to postsecondary education when adult
education, sheltered workshops and apprenticeship programs can be available through government funding
and sponsorship by business establishments and non-government agencies.
I. Career Awareness
involves the identification of the needs, abilities and potentials of the learner with intellectual disabilities.
It introduces him to the environment, the workers therein and their contributions to the community, and the
interdependence of workers toward shared goals for community welfare and development.
II. Career Exploration
involves a better familiarity with the nature of job and the workplace of each worker. It assists the learner
to understand and appreciate work processes and their implications to daily living. It also enables him to
see himself better in relation to the nature of jobs.
III. Career Preparation
enables the learner with intellectual disabilities to acquire skills through informal and formal training.
Provision of sheltered workshops, apprenticeship and other formats of work training characterizes this
stage.
Work values and attitudes are sharply focused on alongside related topics such as safety, money matters
and workers’ rights and privileges.
IV. Career Assimilation
involves provision of actual work with support from
trainors, social workers and other human-service
workers.

5. SIMPLE CAREER EDUCATION PROGRAM FOR:

Career education helps students to develop the skills that

are needed to evaluate potential career paths. Students
engage in hands-on learning to master a craft, such as
plumbing, automotive technology, cosmetology, or
welding. Career education contrasts vocational training,
which requires students to participate in an array of
academically oriented subjects.
Career education provides them with the skills, knowledge, and encouragement they need to get the most
out of their desired career path.

A. Elementary
At the elementary stage, although no formal guidance programs are needed, the orientation to
avocation can be initiated at this stage.
At this stage some qualities and skills which have grater vocational significance viz. love and respect for
manual work
(i) training in the use of hands
(ii) spirit of cooperative work
(iii) sharing
(iv) appreciation for all works
(v) good interpersonal relationship are to be developed
B. High School
At the secondary stage, vocational guidance should help the students to know themselves, to know the
world of work, to develop employment readiness to develop decision-making rules.
C. College
At the higher education stages, it should be a more formal one.
The objectives of guidance at this stage are to help the students to get information about different
careers, training facilities, apprenticeship, etc.