CURRICULUM LEARNING

FYI: THIS REVIEWER IS NOT MINE. I JUST BOUGHT IT ONLINE AND

I’M ALSO SHARING IT TO YOU! GOODLUCK FUTURE LPT

CURRICULUM – the total sum of all learning content, experience, and

resources.
• DIFFERENT LEVEL of CURRICULUM
1. SOCIETAL LEVEL of CURRICULUM
a. PARENTS – support progress of child.
b. GOVERNMENT – local and national fiscal funding
c. CHURCH – spiritual life
d. NON-GOVERNMENT ORGANIZATION – red cross

2. INSTITUTIONAL LEVEL of CURRICULUM

- Local educators/ superiors/ modification/ revise.

3. INSTRUCTIONAL LEVEL of CURRICULUM

- Teacher/ deliver.

4. EXPERIENTIAL LEVEL of CURRICULUM

- Learners/ experience/ outcome on product of curriculum.

• THREE MAJOR TYPES OF CURRICULUMS

1. SUBJECT CENTERED – mastery of subject matter
2. LEARNER CENTERED – learner’s interest.
3. PROBLEM BASED (SOCIETY/ CULTURAL-BASED) – human and social
relations.

• DESIGNS AND PATTERNS OF SUBJECT-CENTERED

1. SUBJECT DESIGN – compartmentalized (Elem) commercially
available.
2. DISCIPLINE DESIGN – specific (college) academic, separate/ single
subject.
3. CORRELATED DESIGN – integrated (Math and English)
4. FUSED SUBJECTS – lost identity (social science).
5. BROAD-FIELDS DESIGN – interdisciplinary/ not lost, MAPEH, TLE, Gen
Science.
6. SPIRAL CURRICULUM – widening/ deepening.
7. SEPARATE – divide school day.

• DESIGNS AND PATTERNS OF LEARNER-CENTERED (ACE PH)

1. ACTIVITY BASED – specialized activity/ based on child’s need.
2. CHILD CENTERED – multiple intelligence/ custom made.
3. EXPERIENCE CENTERED – felt the needs and interest of students/
starting point.
4. PROCESS ORIENTED – HOTS/ analyzation personal attributes and
skills.
5. HUMANISTIC DESIGN – emotion/ development of self.

• DESIGNS AND PATTERNS OF PROBLEM-CENTERED

1. LIFE SITUATIONS DESIGN (Social process and life functions)
- Background information of students/ contextualize/ relevant/
authentic/ localize/ past and present experience.
2. CORE (Social Function)
- Important skills/ communication skills/ essential for all students.

• TYPES of CURRICULUMS OPERATING in SCHOOLS (WASH LRT)

1. WRITTEN – documents/ course of study/ syllabi/ lesson plan.
2. ASSESSED – tested or evaluated.
3. SUPPORTED – textbooks, computers.
4. HIDDEN – unintended/ implicit.
5. LEARNED – learning outcomes achieved/ changes behavior.
6. TAUGHT – put into action.
7. RECOMMENDED – from national agency.

• VIEWS CURRICULUM
TRADITIONAL PROGRESSIVIST
1. Cognitive (knowledge/ perceiving) Learner Centered/ indirect.
2. Intellectual capacity let students explore.
3. Empty/ Tabularasa schema/ prior knowledge
4. Teacher (Dispenser) facilitator/ monitor
5. Learner (Passive) holistic development

• FOUNDATION of CURRICULUM

* Sociological Foundation – relationship of society/ society and culture

relate to curriculum/ changes there are in them.
➢ SOCIETAL CHANGES/ FORCES AFFECT THE SCHOOL
1. CULTURAL TRADITION – stumbling block to progress.
2. TEXTBOOKS – organized structure/ easy bases for test construction,
largest extent the curriculum availability.
3. LAWS – in terms of funding, policies, and programs.
4. MORAL VALUES – socio cultural basis.

*Philosophical Foundations – starting point in curriculum decision

making/ gives direction become the criteria for determine aims.
➢ AREAS of PHILOSOPHY
1. METAPHYSICS – beyond the natural/ what is real is true, consider
what the student can become.
2. EPISTEMOLOGY – truth about the nature of knowledge, curriculum
should revolve around the issues on teaching-learning process.
3. LOGIC – ability of students to think logically.
4. AXIOLOGY – values desirable to live/ sense of right/ good.

➢ MAJOR PHILOSOPHIES
1. IDEALISM (Plato) – mind and spirit.
2. REALISM (Aristotle) – truth can be tested/ logical scientific method.
3. PRAGMATISM (John Dewey) – practical, apply, adapt, always
changing, application of knowledge.
4. EXISTENTIALISM (Sartre) – existence/ self/ will, choice force.

➢ EDUCATIONAL PHILOSPOHIES
1. PERENALISM – forever, constant, classics, cultivate intellect, art and
science, great book, liberal arts, Socratic method.
2. ESSENTIALISM – important, basic, foundation, 3R’s, thorough
learning, back to basics/ deductive.
3. PROGRESSIVISM – change, improvement, student’s interest child
centered, problem solving.
4. RECONSTRUCTIONISM – change in society/ reconstruct/ future/
building new social structure.
5. NATURALISM – nature of self, innate capacity.
6. NATIONALISM - love for country.
7. CONSTRUCTIVISM – schema, prior knowledge.
8. BEHAVIORISM – change in behavior/ environment.

*Historical Foundation of Curriculum – historical, chronological, series

of events.
PSA CJ TNF CRAPDu
1. PRE-SPANISH – survival, parents, custom and tradition, not formal.
2. SPANISH – religion, vernacular, and Spanish/ 333 years (3G’s Gold,
Glory, and God)
3. AMERICAN – free public school/ EFA/ Mental training, english,
soldiers.
4. COMMONWEALTH – Manuel L. Quezon/ nationalism, abolished
double single session.
5. JAPANESE – vocational/ love for labor/ arts/ terminate English.
6. THIRD REPUBLIC – Manuel Roxas, patterned 1935 Constitution, full
Realization of Democracy.
7. NEW SOCIETY – Ferdinand Marcos Sr., Martial Law, Education for
National Development.
8. FOURTH REPUBLIC – Quality Education, human rights
9. CORY AQUINO – 1987 Philippine Constitution Values Education.
10. RAMOS ADMINISTRATOR – Philippine 2000/ TESDA/ CHED

11. GLORIA MACAPAGAL ARROYO – DECS – DepEd (9155)

12. BENIGNO AQUINO III (PNOY) – K to 12 curriculum.
13. RODRIGO ROA DUTERTE – 10931 free tertiary education.

*Psychological Foundations – need for curriculum development to be

firmly anchored on the nature and characteristics of the learners.
1. COGNITIVE PSYCHOLOGY – mind/ how the brain work/ how they will
remember learning is rooted in the tradition of subject matter.
2. BEHAVIORIST PSYCHOLOGY – reinforcement, instrument,
conditioning through the environment.
3. HUMANIST PSYCHOLOGY (Phenomenology) – emotion/ feelings/
concerned with process not products, concerned with personal needs/
develop human potential.

➢ CURRICULUM DEVELOPMENT – process of selecting, organizing,

executing and evaluating the learning experiences on the needs.
• STAKEHOLDERS in CURRICULUM DEVELOPMENT
- STAKEHOLDER – anyone that has interest in the success of a school.
- SCHOOL BASED
1. LEARNERS – needs and abilities are the basis of curriculum.
2. TEACHERS – establish direction/ implementation.
3. SCHOOL ADMINISTRATORS – supervise curriculum implementation.

- COMMUNITY BASED
1. PARENTS – support and participate.
2. PUBLISHERS – provide and develop instructional materials.
3. LAW MAKERS – authorize school budget.
4. COMMUNITY at LARGE – dictates the purpose/ recommend
direction.

• CURRICULUM APPROACHES (BM SAH)

1. BEHAVIORAL APPROACH – oldest, blueprint, step by step strategies.
2. MANAGERIAL APPROACH – social system, organizational theory,
interested in charge and innovation, organizational and administrative.
3. SYSTEM APPROACH – curriculum engineering.
4. ACADEMIC APPROACH – traditional, intellectual, historical, and
philosophical.
5. HUMANISTIC APPROACH – personal and social aspect.

1. TECHNICAL-SCIENTIFIC APPROACH – instruments and empirical

method-blueprint.
2. BEHAVIORAL-RATIONAL APPROACH – curriculum - means,
instruction - ends.
3. SYSTEM MANAGERIAL – motivate interest of all stakeholders/
involvement.
4. INTELLECTUAL-ACADEMIC – important of theories/ principles.
5. HUMANISTIC-AESTHETIC – liberation of learners.
6. RECONCEPTUALIST – existentialist/ preserve existing order.
7. RECONSTRUCTIONIST – institutional reform.
8. EDETIC MODELS – combinations of several approaches.

• INFLUENTIAL MODELS OF CURRICULUM

1. RALPH TYLER – more on planning, generalist, 4 basic principle
a. Purpose of the school
b. Extension of school philosophies
c. Organization of content
d. Evaluation of experience

2. HILDA TABA – teachers/ learner’s interest, grassroot approach.

a. Diagnosis of needs
b. Formulation of objectives
c. Selection of content
d. Organization of content
e. Selection of learning experience
f. Determination of what how to evaluate.
g. Organization of learning experience.

• CURRICULUM CONTRIBUTORS
1. FRANKLIN BOBBIT – prepares learners for adult life, started
curriculum development, objectives and activities should group
together when task-clarified.
2. WERRET CHARTERS – subject matter relates to objectives, objectives
and difficulties should match.
3. WILLIAM KILPATRICK – child-centered/ project method.
4. HAROLD RUGG – whole child, holistic, social science.
5. HILLIS CASWELL – well organized, set of experience.
6. PETER OLIVIA – teachers and curriculum specialist constitute the
professional core of planners/ significant improvements is achieved
through group activity.
7. RALPH TYLER – curriculum is a science and extension of school’s
philosophy and is based student’s need and interest.
8. JOHN DEWEY – learning by doing.

9. ARTHUR BESTOR – highly focus on math, Science, and other

intellectual disciplines.

• TEACHER as a CURRICULARIST (KIWI PIE)

1. KNOWER – lifelong learner/ seminar, acquiring academic knowledge.
2. INITIATOR – conducts research, initiate something new in
curriculum.
3. WRITER – writes books, modules, reference materials/ takes records.
4. INNOVATOR – out of the box, innovate and creativity.
5. PLANNER – make a yearly, monthly, or daily plan of the curriculum.
6. IMPHEMENTER – teacher teach/ implement the curriculum.
7. EVALUATOR – determine if learning outcomes have been achieved.

• CURRICULUM DEVELOPMENT PHASES (PODIE)

1. CURRICULUM PLANNING (OBJECTIVES)
a. Situation Analysis.
b. Goal Setting and need identification.
c. Budget determination.
d. Decision making.
2. CURRICULUM ORGANIZATION – arrangement of elements of
curriculum, sequencing of the content.

• CRITERIA for SELECTING CONTENT (VSIUSICA)

1. VALIDITY – authenticity of information.
2. SIGNIFICANCE/ RELEVANCE – fundamental
3. INTEGRATION – linking of all types of knowledge.
4. UTILITY – helpful/ usefulness.
5. SCOPE – range of important ideas.
6. INTEREST (learnability) – learnable
7. CONTINUITY – recurrence and repetition of content.
8. APPROPRIATENESS – parallel with the learners needs.

• ELEMENT/ DIMENSIONS of CURRICULUM DEVELOPMENT

1. B-balance – fairness, appropriate weight
2. A-articulation (interrelated/ smoothness) – vertical – link to the
next

-Horizontal – happens at the same time.

3. S-scope – breadth and depth
4. I-integration – linking.
5. C-continuity – vertical repetition.
6. S-sequence – local arrangement.

➢ GRADE PLACEMENT – allocation of content to definite grade capable

of learning.
➢ FOCUS – which item more important to cover.
➢ TIME ALLOTMENT – specification of definite time.
3. CURRICULUM DESIGN – pattern, sequence, methods to be used,
strategies, implementation, curricula are used, instructions.
4. CURRICULUM IMPLEMENTATION – curricula are used in schools.
5. CURRICULUM EVALUATION – delineating, obtaining, and providing
information for judging decision – effectiveness.
a. PROCESS EVALUATION – provide information about the extent to
which plans for curriculum implementation are executed, assistance.
b. PRODUCT EVALUATION – in gathering, interpreting, determine how
well the curriculum meets the needs of students is intended to serve.

▪ PARAMETERS of ASSESSMENT
a. INTENDED CURRICULUM – set of objectives.
b. IMPLEMENTED CURRICULUM – various learning activities.
c. ACHIEVED CURRICULUM – curriculum outcomes.

• CURRICULUM IMPROVEMENT – alteration of certain aspects of

curriculum without changing the fundamental curriculum elements/
structure/ concept.

• CURRICULUM CHANGE – alteration in the structure and design of

learning experiences based on new conceptions.

➢ TYPES of CURRICULUM CHANGE (McNeil, 2009) (SAPRV)

1. SUBTITUTION – new element/ 1 part only/ change the material/
content.
2. ALTERATION – additional/ minor changes.
3. PERTURBIRATION – interruptions
4. RESTRUCTING – changing all/ organize teams of subject specialist,
teachers, and aids.
5. VALUES ORIENTATION – new philosophies, values, curriculum
orientation, school change.
• CURRICULUM REFORMS
1. National Elementary School Curriculum (NECS) – Emphasis on
Mastery learning, more time allotment in Basic skills (3R’s).

PROCEED – programs for Comprehensive Elementary Education.

PRODED – program for Decentralized Educational Development.

2. New Secondary Education Curriculum (NSEC) – multidisciplinary,

nationalistic, improve performance in Science, Math, and English.

NEAT – National Elementary Achievement Test

NSAT – National Secondary Achievement Test
3. 2002 BEC (Basic Education Curriculum) – DepEd order no. 25 series
of 2002
- Focuses on the basic skills (Reading, Writing, Arithmetic)
- Thematic approach (4M)

4. RBEC 2002 (Revised Basic Education Curriculum) – Highlighted core

values (Makadiyos, makatao, makakalikasan, makabansa).
- Basic competencies in literary and numeracy, introduced the use of
rubrics in assessing.

5. UBD (Understanding By Design) – backward design/ teaching for

understanding, based on desired result.
- STAGES
1. Identify Desired Results.
2. Determine acceptable evidence.
3. Plan learning experiences and Instruction.

- TEACHER PREPARE LESSON BASED ON

1. Explore
2. Firm – up
3. Deepen
4. Transfer

• RA 10533 (Enhanced Basic Education Act of 2013) K to 12

➢ CHARACTERS
1. Stronger Early Childhood Education – 5 years old
2. Mother Tongue – kinder to grade 3 (medium)
3. Child and Community centered.
4. Spiral Progression (Developmentally Appropriate)
5. Globalization, Indigenization, Localization – Update
6. Inclusion of 21st century – collaboration, culturally diverse,
communication, critical thinker, creativity, character.

➢ 12 languages of Mother Tongue – Tagalog, Kapampangan,

Pangasinense, Iloko, Bikol, Cebuano, Hiligayhon, Warray, Tausug,
Maguindanaon, Maranao, Chabacano.

➢ CAREER TRACK
1. Academic Track – ABM, STEM, HUMMS
2. Technical Vocational Track
3. Sports Track and Arts and Design Track

➢ K to 12 - arms for holistic development and acquisition of 21st

century skills.

• TRENDS
- ASEAN Qualifications Reference Framework – enables comparisons of
education qualifications across participating ASEAN member states.
- MOOC (Massive Open Online Course)

• ALTERNATIVE DELIVERY MODES

1. MISOSA (Modifies in School Off School Approach) – combined
formal and non-formal.
2. IMPACT (Instructional Management by Parents, Community and
Teachers) – module and instructions for Elementary.
3. EASE (Effective and Affordable Secondary Education) – study at
home.
4. OHSP (Open High School Program) – module, instruction, once a
week, family, financially, exam like regular student.

• DESCRIPTOR GRADING SCALE REMARKS

90 – 100 – Outstanding
85 – 89 – Very Satisfactory
80 – 84 – Satisfactory
76 – 79 – Fairly Satisfactory
Below 75 – did not meet expectations.

GRADING SYSTEM G1-10

WRITTEN PERFORMANCE QUARTERTLY

WORK TASK ASSESSMENT

ENGLISH/ 30% 50% 20%

AP/ESP
SCIENCE/MATH 40% 40% 20%
EPP/TLE 20% 60% 20%

GRADING SYSTEM G11-G12

 CORE SUBJECT 25% 50% 25%
ACADEMIC
ALL OTHER 25% 45% 30%
SUBJECT
IMMERSION/ 35% 40% 25%
RESEARCH

TECHNICAL VOCATIONAL/SPORTS
ALL OTHER 20% 60% 20%
SUBJECT
AND
IMMERSION
/PERFORMACE

PQF (Philippines Qualifications Framework)

Level 1 – Grade 10 to NCI
Level 2 – Grade 12 to NCII
Level 3 – NC III
Level 4 – NC IV
Level 5 – Diploma
Level 6 – Baccalaureate
Level 7 – Post Baccalaureate
Level 8 – Doctoral and Post-Doctoral
• Philippine Professional Standards for Teachers (PPST)
- 7 domains/ 4 career stages/ 37 strands
• CAREER STAGES
1. BEGINNING – newly graduates, no experience
2. PROFICIENT – 1 – 2 yrs. Experience, independent
3. HIGHLY PROFICIENT – 3 – 5 years, teaching-learning, guide-novice
4. DISTINGUISED – expert, more than 5 years.
• DOMAIN 1 – Content Knowledge and Pedagogy
1. Content knowledge and its application within and across curriculum
areas.
2. Research-based knowledge and principles of teaching and learning
3. Positive use of Information and Communication Technology (ICT).
4. Strategies for promoting literacy and numeracy.
5. Strategies for developing critical and creative Higher order thinking
skills (HOTS).
6. Mother tongue, Filipino and English.
7. Classroom communication Strategies.

• DOMAIN 2 – Learning Environment

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structures and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

• DOMAIN 3 – Diversity of Learners

1. Gender, needs, strengths, interests, and experiences
2. Linguistic, cultural, socio-economic, and religious backgrounds
3. Disabilities, giftedness, and talents
4. Difficult circumstances
5. Indigenous groups

• DOMAIN 4 – Curriculum and Planning

1. Planning and management of teaching and learning process.
2. Learning outcomes aligned with learning competencies.
3. Relevance and responsiveness of learning programs.
4. Professional collaboration to enrich teaching practice.
5. Teaching and learning resources including ICT.

• DOMAIN 5 – Assessment and Reporting

1. Design, selection, organization, and utilization of assessment
strategies.
2. Monitoring and evaluation of learner progress and achievement.
3. Feedback to improve learning.
4. Communication of learner needs progress and achievement to key
stakeholders.
5. Use of assessment data to enhance teaching and learning practices
and programs.

• DOMAIN 6 – Community Linkages and Professional Engagement

1. Establishment of learning environment that are responsive to
community contexts.
2. Engagement of parents and the wider school community in the
educative process.
3. Professional ethics.
4. School policies and procedures.

• DOMAIN 7 – Personal Growth and Professional Development

1. Philosophy of Teaching.
2. Dignity of Teaching as a Profession.
3. Professional links with Colleagues.
4. Professional reflection and learning to improve practice.
5. Professional development goals.