Prepared by: Reviewed by: Approved by:

ARIEL Y. LEONIN MARLYN R. QUIMING VIRGO C. LOPEZ, Ph. D.

Instructor, RPSEA Dean, RPSEA Vice President, Academics & Research and
Innovations

A. COURSE INFORMATION

COURSE CODE EDU7 NO. OF 3

UNITS

COURSE TITLE The Teacher and the School Curriculum

PREREQUISITE/S EDU6

DEPARTMENT/ Romeo Padilla School of Education and SCHOOL PU Tayug

PROGRAM Arts (RPSEA) Campus

SCHOOL YEAR 2022- 2023 SEMESTER Third Term,

First Wave

INSTRUCTOR Ariel Y. Leonin

VENUE Room STUDENTS BSE Major in SCHEDULE Monday and

306 English, Thursday
Mathematics, (8:00 AM-
and Filipino 12:30 PM)

A. COURSE DESCRIPTION:
This course includes the study of the fundamental research-based concepts and principles in
curriculum and curriculum development as a foundation to engage prospective teachers as
curricularists. It also focuses on the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process; identifying constructively-aligned
learning outcomes and competencies; contextualizing, localizing and indigenizing curricula;
implementing relevant and responsive learning programs; and evaluating the curriculum
towards its improvement. The teachers’ individual, collegial and collaborative roles in
managing school curriculum change vis-à-vis various contexts of teaching-learning, curricular
requirements and curricular reforms shall also be given emphasis.

WHERE IS THE COURSE SITUATED IN THE FRAMEWORK OF THE

UNIVERSITY’S CORE VALUES?

✓ Pioneer: Demonstrates creativity, innovation, excellence, and leadership skills.

Compassion: Builds lifelong relationships with fellowmen and develops a sense of

responsibility and foresight to create a positive impact towards the environment.

Service: Manifests sincerity, courtesy, and regard in order to create an outward

✓ effect towards the community.

Truth: Develops research skills to explore and search for truth across different
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 academic fields.

B. PROGRAM LEARNING OUTCOMES (PLOs) ALIGNED TO THE COURSE:

(Based on CMO No. 75, s. 2017)
PLO.1 Demonstrate mastery of subject matter/ discipline.
PLO.2 Develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learners.
PLO.3 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes and outcomes.
PLO.4 Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.
PLO.5 Pursue lifelong learning for personal and professional growth through varies
experiential; and field-based experiences.

C. COURSE LEARNING OUTCOMES:

By the end of this course, students should be able to:

Course Learning Outcomes (CLOs) Alignment to PLOs

CLO1: Demonstrate research-based knowledge of the concepts, PLO1

theories and principles in curriculum and curriculum development
within and/or across curriculum teaching areas;

CLO2: Demonstrate skills in designing and developing PLO2

constructively-aligned and developmentally-sequenced learning PLO3
programs, experiences and instructional processes consistent with
curricular needs;

CLO3: Implement contextualized learning programs and/or PLO2

instructional plans that are relevant and responsive to the needs of PLO4
diverse learners;

CLO4: Identify teaching strategies that are inclusive of learners from PLO3
indigenous groups; PLO4

CLO5: Develop essential skills in the selection and use of tools PLO1
appropriate for monitoring, critiquing and assessing instructional PLO2
plans; and seek advice concerning strategies that can enrich teaching PLO3
practice. PLO4
PLO5

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 D. COURSE OUTLINE and LEARNING HOURS:

Course Outline Alignment to Estimated

CLOs Contact
or Learning Hours

Module 0: Course Orientation

Module 1: Nature and Major Conceptions of the CLO1 9 hours

Curriculum

Module 2: Foundations of Curriculum CLO1 9 hours

Module 3: Phases and Process of Curriculum CLO1 9 hours

Development (Curriculum Planning, Curriculum CLO2
Design, and Organization) CLO3
CLO4

Module 4: Phases and Process of Curriculum CLO1 9 hours

Development (Curriculum Implementation, CLO2
Curriculum Evaluation, Curriculum Improvement) CLO3
CLO4
CLO5

Module 5: Curriculum Contextualization, CLO1 9 hours

Indigenization, and Localization CLO2
CLO3
CLO4
CLO5

Module 6: Researches on Curriculum Development CLO1 9 hours

E. ASSESSMENT AND RUBRIC:

Assessment Assessment  TARGETED
Task Weight CLOs

Sample Curriculum (Course Output): In a group with five 20 % CLO1

members, preservice teachers (PSTs) will propose a curriculum for a CLO2
certificate or diploma program of an assigned curricular trend. They CLO3
should include (1) the title of the certificate or diploma program, (2) a CLO4
list of the subjects/courses to be taken, (3) the units of credit for each CLO5
subject or course, (4) a short description of the certificate or diploma
program, (5) the general objective, and (6) the intended takers. PSTs
must layout the proposed program to make it appear like a curriculum,
subdividing subjects/courses into semesters.

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 Analytic Rubric for the Sample Curriculum of an Assigned Curricular Trend:
CRITERIA EXEMPLARY ACCOMPLISHE DEVELOPING BEGINNING
4 D 2 1
3
Sources Source Source information Source Very little or no
information collected for all information source
collected for all graphics, facts and collected for information was
graphics, facts quotes. Most graphics, facts and collected.
and quotes. All documented in quotes, but not
documented in desired format. documented in
desired format. desired format.
Completeness of All requirements All requirements One requirement More than one
Requirements are met and are met. was not requirement was
exceeded. completely met. not completely
met.
Mechanics of the No misspellings There are fewer There are few There are a lot of
Document and/or misspellings and/or misspellings errors in spelling
grammatical grammatical errors. and/or and/or grammar.
errors. grammatical
errors.
Content Covers topic in Includes essentials Includes essential Content is
depth with details knowledge about information about minimal OR
and examples. the topic. Subject the topic but there there are several
Subject knowledge appears are 1-2 factual factual errors.
knowledge is to be good. errors.
excellent.
Organization Content is well Meets the given Content is There was no
organized based requirements, but logically clear or logical
on the given the overall organized for the organizational
requirements. organization of most part. structure.
topics appears
flawed.
Group Dynamics The team worked The team worked The team worked Team did not
well together to well together most well together most collaborate or
achieve of the time, with of the time, with communicate
objectives. Each only a few only a few well. Some
member occurrences of occurrences of members would
contributed in a communication communication work
valuable way to breakdown or breakdown or independently,
the project. All failure to failure to without regard to
data sources collaborate when collaborate when objectives or
indicated a high appropriate. appropriate. But priorities. A lack
level of mutual Members were members lack of of respect and
respect and mostly respectful of respect to each regard was
collaboration. each other. other. frequently noted.

Holistic Rubric for Subjective Type of Quizzes and Assignments

Point Description

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 16- 20 points (if 20 points) Exemplary: The teacher is able to easily identify the focus of the
work and is engaged by its clear focus and relevant details.
9- 10 points (if 10 points) Information is presented logically and naturally. There are no more
than two mechanical errors or misspelled words to distract the reader.

11-15 points (if 20 points)
6- 8 points (if 10 points)
6- 10 points (if 20 points)
3- 5 points (if 10 points)
Accomplished: The teacher is easily able to identify the focus of the
student's work which is supported by relevant ideas and supporting
details. Information is presented in a logical manner that is easily
followed. There is minimal interruption to the work due to
misspellings and/or mechanical errors.
Developing: The teacher can identify the central purpose of the
student's work without little difficulty and supporting ideas are present
and clear. The information is presented in an orderly fashion that can
be followed with little difficulty. There are some misspellings and/or

0- 5 point/s (if 20 points)
0-2 point/s (if 10 points)
Beginning: The teacher cannot clearly or easily identify the central
ideas or purpose of the student's work. Information is presented in a
disorganized fashion causing the him to have difficulty following the
student’s ideas. There are many misspellings and/or mechanical errors
that negatively affect the teacher’s ability to read the work.

F. TEACHING and LEARNING METHODS:

TEACHING & LEARNING METHODS and ACTIVITIES TARGETED

CLOS

Interactive Discussion. An engaging discussion on the definition and major conceptions CLO1
of curriculum will be conducted by the teacher or designated reporters to give preservice
teachers (PSTs) background and general ideas on what curriculum is and how people see
it.

Group Presentation. PSTs will be grouped to present curriculum experts of the past. CLO1
Each group must analyze how the curricular views of these experts influence classroom CLO2
and school practices of the present time. CLO3
CLO5

Class Discussion with Sample Curriculum. PSTs will be guided by the teacher to CLO1
examine sample curricula (may include school curricula, syllabi, lesson plans) to reinforce CLO2
their knowledge on the elements of curriculum planning. CLO3

Lectures. Lecture on the contextualization, localization and indigenization of the CLO1

curriculum in the implementation of relevant and responsive learning programs will be CLO5
conducted by the teacher.

Research on the Implementation of Different Learning Programs (Local and CLO1

Foreign/International). As a group, PSTs will examine at least two different learning CLO2
programs or curricula and must explain features of the programs/curricula that make them CLO3
successful, and suggest ways that the programs/curricula could be improved or adapted. CLO4
CLO5

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Webinar Activity: A lecturer will be invited to discuss trends and issues on curriculum CLO2
and curriculum development. CLO3
CLO4
CLO5

H. REQUIRED READINGS:
Bongco, R. & David, A. (2020). Filipino Teachers' Experiences as Curriculum Policy
Implementers in the Evolving K to 12 Landscape. Issues in Educational Research. 30. 19-
34.

Leonin, A. (2020). Analyzing the Inclusion of Foreign Language Courses in Senior High
School Using the Saylor and Alexander Model as a Lens. Graduate Research. Angeles
University Foundations

Su, S. (2022). The Various Concepts of Curriculum and the Factors Involved in Curricula-
making. Journal of Language Teaching and Research. 3. 10.4304/jltr.3.1.153-158.

I. SUGGESTED READINGS:
Dayagbil, F., et.al. (2021).Teaching and Learning Continuity Amid and Beyond the
Pandemic. Frontiers in Education. Volume 6.
https://www.frontiersin.org/articles/10.3389/feduc.2021.678692

Palestina, R., Pangan, A. & Ancho, I. (2020). Curriculum Implementation Facilitating and
Hindering Factors: The Philippines Context. De Salle, Lipa. International Journal of
Education. 13. 91-104. 10.17509/ije.v13i2.25340.

J. GRADING SYSTEM:

Component Weight Description Alignment to Date

CILOs

Midterm Period:

Midterm 40 % Midterm assessment usually CLO1 May 29

Assessment covers the first two or three CLO2
modules taken in the CLO3
course. The equal CLO4
distribution of test items
from each module is
assured through a Table of
Specifications (TOS).

Total number of items: 50

Nature of test: Multiple-
choice type

Quizzes and 60 % A quiz or assignment is a

Assignments quick assessment to test a
students’ level of
knowledge regarding course

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 contents covered in a
module, providing the
teacher with understanding
into student’s progress and
any existing knowledge
gaps. For subjective type of
quizzes/ assignments,
holistic rubric will be used
to assess students’
responses.

Quiz 1: Explain the implied

role of teachers in each type
of curriculum. (10 points) CLO1 May 15
Assignment 1: Discuss
which major foundation of
curriculum development
influenced the inclusion of
Rizal’s Life and Works in CLO1 May 18
the General Education CLO2
curriculum. (10 points)
Quiz 2: List and describe
two important
considerations in planning
any curricular activity. (10
points)
Assignment 2: Cite a CLO2 May 22
concrete support that the CLO3
humanistic design of CLO4
curriculum is evident from
the present K to 12
curricula of DepEd. (10
points) CLO2 May 25
Assignment 3: Read the CLO3
research article written by
Bongco, R. & David, A.
(2020) and synthesize the
experiences of the teachers
as curriculum implementers
of the K to 12 curricula. (20
points) CLO2 May 25
CLO3

Final Period:

Final Assessment 60 % Final assessment usually CLO1 June 21

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 covers all of the modules CLO2
taken in the course. The CLO3
equal distribution of test CLO4
items from each module is CLO5
assured through a Table of
Specifications (TOS).

Total number of items: 60

Nature of test: Multiple-
choice type

Quizzes and 20 % Discussion Activity1: CLO2 June 1

Assignments What is the relevance of CLO3
needs analysis in the CLO4
curriculum models
discussed in the class?
Assignment 4: Read the
paper, “Analyzing the
Inclusion of Foreign CLO5 June 5
Language Courses in Senior
High School Using the
Saylor and Alexander
Model as a Lens” by
Leonin (2020), then
illustrate the rationale
behind the inclusion of the
said courses using the
mentioned curriculum
model. (20 points)
Quiz 3: Using the K to 12
curricula as a source, cite
clear evidence of CLO4 June 8
curriculum indigenization. CLO5
Assignment 5: The
research article of Su
(2022) explored various
concepts of curriculum and CLO1 June 15
the factors involved in CLO2
curricula-making. List three CLO3
of these factors and explain CLO4
how they become driving or CLO5
restricting forces of
effective curriculum
implementation. (20 points)

Course Output/ 20 % Course output/ Performance CLO1 June 19

Performance is a requirement that CLO2
reflects the students’ CLO3
achieved competences from CLO4
the course. It could be an CLO5
academic paper, portfolio,
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 or an individual or group
performance. Course
output/ Performance should
allow students to apply
acquired competences
through lifelike educational
experiences. Failure to
comply course output/
performance may result to
an incomplete (INC) status
of the student in the course.

Details are in component E

of the syllabus.

K. CLASS POLICIES:

1. Attendance: The students are responsible to attend classes and are required to attend
synchronous sessions. If the student is not able to attend class, only health and emergency
reasons will be acknowledged. Excuse letters must be submitted together with a valid
document (medical certificate). Students with 5 or more absences will be dropped from
the class.

2. Class Preparation and Demeanor: Students are expected to attend class well-prepared
by reading, understanding, and completing assigned tasks. Students are expected to enter
the class 10 minutes before the schedule, wear complete uniform and ID, and must find
an area that is free from unnecessary sounds

3. Intellectual Honesty: Students must always practice intellectual honesty. Cheating and
plagiarism are not tolerated in the University and may be subject to failing the course or
expulsion.

4. Data Privacy: Sharing of files is allowed in the class such as taking photos of
PowerPoint presentations and downloading learning videos. However, sharing files with
external parties is strictly prohibited. Sanctions such as getting a failing grade or dropping
from the class will be given to students who do not comply with the class data privacy
guidelines.

L. CONSULTATION HOURS:

NAME OF FACULTY EMAIL DAY TIME

Ariel Y. Leonin leonin.ariel@panpacificu.edu.ph Thursday 10:00-11:00 AM

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