FIELD STUDY 1 LEARNING EPISODE 8

Close Encounter with the School Curriculum

SPARK YOUR INTERESTS

Formal education begins in school. Schools are institutions established to design total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhance K to 12 curriculums like books, teachers’
guides and lesson plans which are the basis of the taught curriculums. A teacher who
implements the curricula needs supports materials (supports curriculum) in order to
determine if learning took place (learned curriculum). However, there are so many
activities that happen in schools but are not deliberately planned. This refers to the hidden
curriculum.

A classroom teacher plans, implements and evaluates school learning activities by

preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher puts
life to lesson plan by using it as guide in teaching-learning process where different
strategies can be used to achieve the learning objectives or outcomes. There are many
styles of writing a lesson plan, but the necessary parts or elements such as (a) Learning
Outcomes (b) Subject Matter (c) Teaching-Learning Strategies, and (d) Evaluation or
Assessment should always be concluded

All of this elements should be aligned so that at the end of teaching-learning episode,
learning will be achieved with the classroom teacher as a guide.

TARGET YOUR INTENDED LEARNING OUTCOMES

At the end of this Episode, I must be able to:

 Identify the different curricula that prevail in the school setting;

 Describe how the teacher manages the school curriculum by planning, implementing
lessons through different strategies and assessment of learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

REVISIT LEARNING ESSENTIALS

School Curriculum: what is tis about?

From a broad perspective, curriculum is defined as the total learning process and outcomes
as in lifelong learning. However, school curriculum in this course limits such as definition of
total learning outcomes to confine to a specific learning space called school. Schools are
formal institution of learning where the major stakeholders are the learners and the teachers.
 Basic education in the Philippines is under the Department of Education or DepEd and the
education schools offering Kinder Garten (K) Elementary (Grades 1 to 6) and Secondary
(Grades 7 – 10, Junior High School and Grades 11 to 12, Senior High School) adhere to this
national curriculum as a guide in the implementation of the formal education for K to 12.

What are the salient features of the K to 12 Curriculum? It is a curriculum that:

1. Strengthens the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons an
addition of issues like disaster preparedness, climate change and Information and
Communication Technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across
every level and subjects.
3. Builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from k to grade 3, learners will become ready for higher
level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. Gears up for the future. It is expected that those who finish basic education in grade
12 will be ready for college or tech voc careers. Their choice of careers will be
defined when they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be
ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to
Grade 12 in the country.

 The enhance curriculum K to 12 curriculum is the Recommended Curriculum. It is

to be used nationwide as a mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standard of
the K to 12 Curriculum it became a Written Curriculum. It reflects the substance of
RA 10533 or the Enhanced Basic Education Act of 2013. In the teacher’s class it is the
lesson plan. A Lesson Plan is a written curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of
the teachers is very crucial.
 A curriculum that has been planned, and the taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called Assesse Curriculum.
 The result of the assessment when successful is termed as Leaned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning
outcomes.
  However, there are unplanned curriculum in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the
media, school environment, the culture and tradition, natural calamities and many
more. This curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the
school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education?

Teachers then should be multi-talented professionals who

 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting. Recall
the types of curriculum mention earlier. Can you spot where these found? Let’s do a hunting
game!

Resource Teacher: _____________ Teacher’s Signature___________ School: ____________

Grade/Year Level: _____________Subject Area:____________ Date:___________________

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal a physical
aspects of classroom management ensure proper classroom management an discipline.

Check if these aspects were observed in the classroom.

Type of Curriculum Where found Description

1. Recommended Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson plan)
3. Taught Curriculum
(Teaching-Learning Process)
4. Supported Curriculum
(Subject text book)
5 Assessed Curriculum
(Assessment Process)
 Kinder, Elementary It is carefully studied by
and Secondary the different education
(DepEd) commissions that suits
the learning needs in the
 Tertiary Levels country. In this
(CHED) curriculum it identifies the
 Technical and skills, concepts, and
vocational courses content that will be
(TESDA) emphasized throughout
the learning process.
 Lesson plans
The written curriculum is what
formally put down in wrting
 Lesson Exemplar and documented for teaching.
 Books This kind of written curriculum
needs to be tested or tried out
 Course Guides to see its effectivity.
 Syllabus
 Teaching Based on
A taught curriculum also
known as the operational
the curriculum
curriculum is already
delivered by the teachers to
the students
 Learning Modules The supported curriculum
and Text Books is the supported by
provided by different available resources. Such
education as teachers and published
commissions textbooks, teacher’s
guide.
 To evaluate the The curriculum that is
existing and reflected by the
implementing assessment or evaluation
guidelines of the learners. It includes
summative and formative
evaluation for the

6. Learned Curriculum
(Achieved Learning outcomes)
7. Hidden Curriculum (Media)
learners.
 Level of effective of The learned curriculum
the curriculum in the refers to what students
learning process of walk away with from a
the students course. This includes the
subject matter and
knowledge they learned
from a course.
 Curriculum that is The hidden curriculum is
not taught in the a set of lessons which are
classroom learned but no openly
intended such as norms,
beliefs and conveyed in
both the classroom and
social environment.
 ANALYZE

1. Which of the seven types of curriculum in the school setting is easy to find? Why?
Answer: For me in the seven types of curriculum in the school setting is easy to find is the
K-12 because the sources are out there and the teachers or educators are already familiar
with this. Even the normal people have an insight about the K-12 curriculum because it
was already implemented back in the year 2012. Also through this reform in education
system our country is catching up with global standards.

2. Which is difficult to observed? Why?

Answer: For me in the seven types of curriculum in the school setting is difficult to
observe in the classroom is the hidden curriculum because we cannot know what they are
learning outside the four corners of the classroom or within their gadgets. Even the
teachers cannot anticipate this curriculum.

3. Are these all found in the school setting? How do curricula relate to one another?
Answer: The curriculum is designed accordingly wherein the objectives are interrelated to
one another. All the objectives are set achieve areas of learning. This make sure the
learners got the different skills and mastery need for learning process.
 Draw a diagram to show the relationship of one curriculum to the other.

A Venn Diagram Illustrating

Relationships of Different
Curricula

Legend

RECOMMENDED CURRICULUM
WRITTEN CURRICULUM
TAUGHT CURRICULUM
SUPPORTED CURRICULUM
ASSESSED CURRICULUM
LEARNED CURRICULUM
HIDDEN CURRICULUM
 REFLECT

Reflect on the aspects of personal and classroom management.

Make a reflection on the diagram that you have drawn.

The diagram that I created is an example of a Venn Diagram. That is an

illustration that uses circles to show the relationships among those said seven curriculums.
The circles that overlaps have common similarities or relation while the circles that do not
overlap do not share those traits. As you can see in the diagram that I made all six
curriculums overlap with each other. The recommend, written, taught, supported, assessed
and learned curriculum have common similarities or relation while the red circles on the right
side that do not overlap with any circle signifies as the hidden curriculum.
As an education those curriculums are quite new to me but I’ll try my extent to
explain their relation. Firstly, the taught curriculum also known as the operational curriculum is
already delivered by the teachers to the students. Which the teacher creates and implements
planned activities. As time goes by the taught curriculum needed to revised to strengthen
and increase efficacy that’s the recommended curriculum comes in and their relation. To
eradicate existing problems in the taught curriculum it has to have the new recommended
curriculum. It is carefully studied by the different education commissions that suits the new
learning needs in the country. For it to be implemented it will under on trials and researches
supported by the curriculum. Like assessed curriculum and supported then It will a new
curriculum that can be written and taught in the education system. The only curriculum that
has no relation with other curriculum is the hidden curriculum. The hidden curriculum is a set
of lessons which are learned but no openly intended such as norms, beliefs and conveyed in
both the classroom and social environment. But those learned norms, belief can be corrected
or guide in the formal school setting.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher: _____________ Teacher’s Signature___________ School: ____________
Grade/Year Level: _____________Subject Area: ____________ Date: ___________________

OBSERVE

This Activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular grade/year level.
2. Keep a close watch on the different components of miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluation/Assessing.) Observed and record your observation.

Observed an Record Observation on the Following aspects.

Major Curriculum Components Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points.
Write your observation and description in your
notebook)

A. Planning 1. Borrow the teacher’s lesson plan for the day.

B. Implementing
C. Evaluating/Assessing
What major parts do you see? Request a copy for
your use.
Answer the following questions:
a) What are the lesson objectives/learning
outcomes?
b) What are included in the subject matter?
c) What procedure or method will the teacher
use to implement the plan?
d) Will the teacher assess or evaluate the
lesson? How will this be done?
Now it’s time to observe how the teacher implemented
the prepared lesson plan. Observe co=loosely the
procedure.
a) How did the teacher begin the lesson?
b) What procedure or steps to followed?
c) How did the teacher engage the learners?
d) Was the teacher a guide at the side?
e) Were the learners on task? /Or were they
participating in the class activity?
f) Was the lesson finished within the class?
Did leaning occur in the lesson taught? Here you make
 observations to find evidence of learning.
a) Were the objectives as learned outcomes
achieved?
b) How did the teacher assess/evaluate it?
c) What evidence was shown? Get pieces of
evidence.

Analyze
Write a paragraph based on the data you gathered using these key Questions?

1. How does the teacher whom you observed compare to the ideal characteristics or competencies of
global quality teachers?
Answer: the teacher I observed demonstrated several characteristics that align with those of high
quality teachers globally. He exhibited strong subject knowledge, effective communication skills,
adaptability, empathy and the most important commitment to the student engagement and
successful learning process.
2. Was the lesson implemented as planned? Describe.
Answer: Yes, the lesson implemented as planned. He follows the objectives outlined in the lesson
plan and ensures that the intended learning outcomes are addressed.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
Answer: The disposition of my resource teacher after the lesson was taught is satisfied and
contented. Because I observed that the students are actively engaged in the lesson through
participation in activities and discussions

Reflect
Based on your observations and task in Activity 2 how will you prepare your lesson plan? Make a
short paragraph on the topic.
Based on my observation and task I have done I will prepare my lesson plans. First,
identifying what are the desired learning objectives by determining what I want my students to learn
by the end of the lesson and my objectives must be specific, measurable, relevant, and time-bound.
Next is selecting instructional or teaching methodology. Choosing the instructional methods and
activities that is aligned with my formulated learning objectives to cater different student’s learning
styles. Also incorporating activities such as group works and demonstrations. Lastly, the effectively
planning of assessment I will know the ways to assess my students. This will envolve formative
assessments such as quizzes, oral recitation and observations also performance tasks to ensure their
mastery of the lessons.

Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: _____________ Teacher’s Signature___________ School: ____________

Grade/Year Level: _____________Subject Area: ____________ Date: ___________________

Observe
Using the diagram below fill up the component parts of a lesson plan
I. Title of the lesson: “Different cooking methods in preparing vegetable dishes”
II. Subject area: “ T.L.E”
III. Grade Level: Grade 10

Outcomes Teaching Method Assessment

 The student
must be
observed
mastery in the
cooking process.
 Oral
 Familiarizations
recitation
of the  Class Discussion
terminology that  Paper and
 Demo teaching Pencil test
is used in the
lessons  Groupings  Performance
 Knowing the task (actual)
importance of
the Different
cooking methods
in preparing
vegetable dishes

Analyze
Answer the following questions based on the diagram.
 1. Are the three components constructively aligned? Explain.
Answer: the teaching methodology was and the assessment in lesson planning are aligned or
connected to the learning activities designed to achieve the learning outcomes. Aligning the
assessment with the learning outcomes means that students know how their achievements will be
measured and how the facilitator of learning if their students have achieved the desired learning
outcomes.
2. Will the outcomes be achieved with the teaching methods used? Why?\
Answer: Yes, outcomes be achieved with the teaching methods used. The learning outcome is what
students are expected to demonstrate they learned. By using different teaching methods, the
teachers ensuring that in the end of the lesson there is significant learning happened.
3. What component would tell if the outcomes have been achieved?
Answer: the component that would tell if the outcome has been achieved is the assessment. To
make sure that all the components worked together to support successful learning outcome
student’s achievements will be measured.

Reflect
What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

Answer: In developing Lesson plans, I’ve learned importance of clarity, flexibility, and engagement.
Clear objectives and instructions help keep to the lesson om track. While being flexible allows fir
adjustments based on learner’s needs and feedback. Engaging activities and materials enhance
learning and maintain students interest and attention.
Answer: Aligning those three components, the outcomes, teaching method, and assessment ensures
coherence and effectiveness in teaching. When outcomes or objectives, instruction, and assessment
are aligned the teachers can ensure that what they teach matches what they assess, leading to more
accurate evaluations of student learning. It also helps in designing activities and assessments that
directly support the intended learning outcomes and creates more meaningful learning process and
experience for students.

SHOW YOUR LEARNING ARTIFACTS

Leaning Artifacts for activity 1-3
Present an artifact for Activity 1,2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: Preparing Different Stocks
Subject Area: T.L.E
Grade Level: Grade 10

Lesson Outcomes Teaching Methods Evaluation

 Define different  Lectures  Paper and pencil test

types of stocks  Discussion  Performance task in
 Demonstrate  Demonstration preparing stocks.
Preparing stocks
 Explain the
importance of
preparation of
stocks.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 8- Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. Describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies and assessment of the leaning outcomes. Analyze if the teacher aligns the objectives of subject
matter, to teaching strategies and assessment.
Name of FS Student:_________________________________ Date Submitted:
_______________________________________

Year & Section: ___________________________________ Course: _________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

All observation One (1) or two Three (3) Four (4) or more
questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks not questions/tasks not
Accomplished answered/ not answered/ answered/accomplished
Observation Sheet accomplished. answered/accom accomplished.
pli shed.

All questions All questions Questions were Four (4) or more

were answered were answered not answered observation questions
completely; completely; completely, were not answered
answers are answers are answers are not completely, answers are
with depth clearly connected on not connected on
and are Connected on theories, one (1) theories, more than four
thoroughly theories, to three (3) (4) grammatical spelling
grounded on grammar and grammatical errors.
Analysis theories, spelling are free spelling errors.
grammar and from error.
spelling are
free from error.
 Profound and Clear but lacks Not so clear and Unclear and shallow;
clear, depth, supported by shallow; rarely supported by what
supported by what were observed somewhat were observed and
what were and analyzed. supported by what analyzed.
Reflection observed were observed and
and analyzed.
analyzed.

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not reflected

reflected on on in the context of reflected on in the on in the context of the
in the the learning context of the learning outcomes; not
context ofthe outcomes; learning outcomes; complete, not organized,
Learning learning Complete; well Complete, not not relevant
Artifacts outcomes; organized, very organized,
Complete, relevant to the relevant to the
highly learning outcome learning outcome
relevant to
the learning
outcome.

Submitted Submitted on Submitted a day Submitted two (2) days

before the the deadline after the or more after the
deadline deadline deadline
Submission

COMMENT/S
Over-all Score Rating:
(Based on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below

18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name Date

Link Theory to Practice

Directions: Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculum

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. this statement is silly.

2. A professional teacher should possess the following skills to address the need for a
curricularist EXEPT one. Which one is NOT.
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum

3. The influence of multimedia, peers, community tradition, advancement in technology, though

not deliberately taught in the lesson, will influence the curriculum. This referred to as_______.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden curriculum

4. which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods

A. I only B. II only C. III only D. I, II and III

5. what is the most important reason why there should be constructive alignment of the
components of the curriculum?

A. For ease of correcting by the school principal.

B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a requires template when starting to write a lesson plan.
D. As a model of the other lesson plans written and published.