Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

COLLEGE OF EDUCATION

Curriculum Development and Evaluation

with Emphasis on Trainers Methodology
II

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 SIONY C. UBANE, PhD

Chapter 1 Curriculum Essentials

Module 1 Curriculum and The Teacher

Module Overview:
Module 1 is all about school curricula and the teacher. This introductory module
will give ideas on the several types of curricula that currently used by the school.
Teacher as the most important person in the implementation of curriculum will play a big
role in introducing the curriculum in the classroom. This module covers two different
lessons. As shown below each lesson is directed to the attainment of one or two to
three desired learning outcomes.

Lesson 1: Curriculum in Schools

Desired Learning Outcomes:

After going through the module, you will be able to:
1. Discuss the different curricula that exist in the schools
2. Enhance understanding of the role of the teacher as a curricularist
3. Analyze the significance of curriculum and curriculum development
in the teacher’s classroom.

Pre-test

Let us determine how much you already know about the concept of curriculum. Take
this test.

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 Read and understand the questions below. Select the best answer for each item
then write your choice on your answer sheet. Do not write anything in the Module.
 It was seen as a tradition of organized knowledge taught in schools of the 19th
century.
a. Curriculum c. Non-formal Education
b. Basic Education d. Technical Vocational Education
 Which is not belong to the current Philippine Educational System”
a. Basic Education c. Technical Vocational Education
b. Higher Educational d. None of the Above
 The current and recommended curricula for Elementary, College and Vocational
should be based on the recommendations of___.
a. UNESCO c. Law
b. CHED/TESDA/DepEd d. Policies, Standard and Guidelines
 The following are the types of curricula, EXCEPT__.
a. Recommended curriculum c. Written curriculum
b. Taught curriculum d. None of the above
 The curriculum is based on the needs of the people
a. True b. False
 It is the unintended or not deliberately planned curriculum.
a. Supported curriculum c. Hidden/Implicit curriculum
b. Recommended curriculum d. Learned curriculum
 The _________ is intended primarily to ensure that the educational goals of the
system are being accomplished.
a. Assessed curriculum c. Hidden/Implicit curriculum
b. Recommended curriculum d. Written curriculum
 This described as support materials that the teachers need to make learning and
teaching meaningful.
a. Taught curriculum c. Hidden/Implicit curriculum
b. Recommended curriculum d. Supported curriculum
 In the heart of all the types of curricula, the teacher has a major role.
a. True b. False
 A syllabus is part of a curriculum but it is not the curriculum.
a. True c. False
b. May be true d. All of the above

Key Terms

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 Curriculum – refer to the total structure of ideas and activities developed by an
educational institution to meet the learning needs of students, and to achieve
desired educational aims.
 Curriculum purposes – statements of what the curriculum is intended to achieve.
These include narrowly defined outcomes or objectives, and more broadly defined
aims or goals. This is the why of the curriculum, and is often (but not always) made
explicit in official documents that comprise the curriculum framework.
 Curricularist - a curricularist • A professional who is curriculum specialist • A person
who is involved in curriculum knowing, writing, planning, implementing, evaluating,
innovating, and initiating • A teacher’s role is broader and inclusive of other functions
and so teacher is a curricularist.

Learning Plan

Curriculum During Those Times

To give a clear understanding what
Lesson 1
is curriculum is all about, let us take a look
what is the curriculum during those times.
What is curriculum? What is its purpose?
How does it affect students and teachers?
Curriculum
During those times, curriculum was
seen as a tradition of organized
in Schools
knowledge taught in schools of the 19 th
century. Two centuries later, the concept of a curriculum has broadened to
include several modes of thoughts or experiences.
Curriculum is at the heart of the teaching profession. No formal, non-
formal, or informal education exists without a curriculum. Because a curriculum
outlines for students a sequence of courses and tasks that must be successfully
completed to master a subject and earn a diploma or degree. It reassures
students that they’re on the right track to reaching their goals and honing
desired skills.
Philippine Educational System handled three level of education and
managed by three government agencies: the basic education level is handled by
the Department of Education (DepEd); the higher education level,
the Commission on Higher Education (CHED) supervises and regulates colleges
and universities; and the Technical Education and Skills Development
Authority (TESDA) regulates and accredits technical and vocational education
programs and institutions in the country.

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 Here are the educational levels in the Philippines:
1. Basic Education. This level includes:
 Kindergarten
 Grade 1 to Grade 6 for elementary
 Grade 7 to Grade 10 for secondary
 Grade 11 for the Junior High
 Grade 12 for the Senior High School
Each of the levels has its specific recommended curriculum. The new
basic education levels are provided in the K to 12 Enhanced Curriculum of 2013
of the Department of Education.

2. Technical Vocational Education. This is post-secondary technical vocational

educational and training taken care of by the Technical Education and Skills
Development Authority (TESDA). For the TechVoc track in SHS of DepEd,
DepEd and TESDA work in close coordination.

3. Higher Education. This include the Baccalaureate or the Bachelor Degrees

and
the Graduate Degrees (Master’s and Doctorate) which are under the
regulation
of the Commission on Higher Education (CHED).

Activity #1

Self-Check.
1. What is the difference between Basic Education and Higher Education?
2. What is meant by Technical Vocational Education? Use the space below for your answer.

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
Types of Curricula in Schools

Have you realized that in every classroom there are several types of curricula
operating? Let us look into each one.
 Recommended Curriculum. In the Philippines, the curriculum being implemented
by the Department of Education (DepEd), the Commission on Higher Education
(CHEd), and the Technical Education and Skills Development Authority (TESDA) are
the example of a recommended curriculum.
 Written Curriculum. The written curriculum refers to a lesson plan or syllabus
written by teachers. It is formally designated and reviewed by administrators,
curriculum directors and teachers, often collectively. Another example is the one
written by curriculum experts with the help of subject teachers. This kind of written
curriculum needs to be pilot tested or tried out in sample schools to determine its
effectiveness.
 Taught Curriculum. This is about the implementation of the written curriculum.
Whatever is being taught or an activity being done in the classroom is a taught
curriculum. So, when teachers give a lecture, initiate group work, or ask students to
do a laboratory experiment with the guidance, the taught curriculum is
demonstrated. This curriculum contains different teaching styles and learning styles
to address the students’ needs and interests. In short, taught curriculum is the
delivered curriculum, a curriculum that an observer sees in action as the teacher
teaches.
 Supported Curriculum. The supported curriculum is the curriculum as reflected in
and shaped by the resources allocated to support and deliver it. It includes all the
facilities and materials that will help the teacher in implementing the curriculum for a
successful teaching-learning process. The textbook is often their major source of
content knowledge.
 Assessed Curriculum. A tested or evaluated curriculum where teachers use paper-
and-pencil tests, practical exams, and/or portfolios to assess the student's progress
and for them to determine the extent of their teaching during and after each topic
they teach.
 Learned Curriculum. This type of curriculum indicates what the students have
learned. The capability that students should demonstrate at the end of the lesson
can be measured through learning outcomes. A learning outcome can be manifested
by what students can perform or do either in their cognitive, affective,
or psychomotor domains. The test results can determine the learning outcome,
and the students can achieve it through learning objectives.
 Hidden Curriculum. It refers to the unwritten, unofficial, and often unintended
lessons, values, and perspectives that students learn in school. It is an unintended
curriculum which is not planned but may modify behavior or influence learning
outcomes that transpire in school

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 Analysis

Explore. Focus your observation on the presence of the seven types of curricula and
their description. Record your observation and interview on the matrix provided.
Guide questions:
1. What curricula are present in the classroom from my observation?
2. How do I describe what I observed?
3. Is there a type of curricula not present in the classroom? identify

Type of Curriculum What observation/information did you

get?
1. Recommended Curriculum
2. Written Curriculum
3. Taught Curriculum
4. Supported curriculum
5. Assessed Curriculum
6. Learned Curriculum
7. Hidden/Implicit Curriculum

Abstraction

Self-Reflect.
Explain the importance of curriculum in school.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
 Application

1. Read each statement and decide whether you Agree or disagree. Write your
answer before each number.
_____________ 1. It is a reality that there exists more than one curricula in the
teacher’s classroom.
_____________ 2. A teacher can say with confidence that learning has occurred,
if the curriculum has been assessed.
_____________ 3. Some curricula in the schools/classrooms are unwritten.
_____________ 4. To establish national standards, teachers should be guided
by recommended curriculum in basic and higher education.
_____________ 5. Teachers should expect that school curricula are dynamic
and changing.
_____________ 6. Evaluated curriculum makes judgement about learning.
_____________ 7. Textbooks and modules are written curricula that represent
the recommended curricula.
_____________ 8. Only the Department of Education can recommend a
curriculum.
_____________ 9. In the heart of all the types of curricula, the teacher has a
major role.
_____________ 10. Formal. non-formal or informal education exists without a
curriculum.

Summary

Curriculum refer to the total structure of ideas and activities developed by

an educational institution to meet the learning needs of students, and to achieve
desired educational aims.

Philippine Educational System handled three level of education and these

are the: basic education manage by the Department of Education (DepEd);
higher education handle by the Commission on Higher Education (CHED); and
technological vocational education operated by the Technical Education and
Skills Development Authority (TESDA).

Seven types of curricula used in the classroom: 1. recommended

curriculum; 2. written curriculum; 3. taught curriculum; 4. supported curriculum; 5.
assessed curriculum; 6. learned curriculum; 7. hidden/implicit curriculum. 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.

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II
Suggested Readings:
o Bilbao, Ourita P., Dayagbil, Filomena T. & Corpuz, Brenda B. Curriculum
Development for Teachers. Manila Phil.: Lorimar Publishing (2015).
o Pawilen, Greg T. Curriculum Development: A Guide for Teachers and Students.
Manila, Phil.: Rex Publishing, Inc. (2015).
o Reyes, Emerita & Dizon, Erlinda. Curriculum Development. Adarna Publishing Co.,
Inc., (2015)
o Bueno, David C. Fundamentals of Curriculum Theory and Development (A Modular
Approach). Q.C. Phil.: Great Books Trading, (2016).
o https://mrpriestley.wordpress.com/2019/01/04/curriculum-concepts-and-approaches/
o https://en.wikipedia.org/wiki/Education_in_the_Philippines

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Educ. 9 – Curriculum Development and Evaluation with Emphasis on Trainers Methodology II