THE TEACHER

AND THE
SCHOOL CURRICULUM
PREPARED BY: AIGEN T. CONSTANTINO, LPT
 •CURRICULUM
CHAPTER 1
ESSENTIALS
CURRICULUM

-The term curriculum refers to the lessons and academic

content taught in a school or in a specific course or
program. In dictionaries, curriculum is often defined as
the courses offered by a school, but it is rarely used in such
a general sense in schools.
-Derived from a Latin word “currere” which means “to run”
-The term “to run” means “to live an experience”
-Curriculum is a standards-based sequence of planned
experiences where students practice and achieve
proficiency in content and applied learning skills
“”” The Sabre-Tooth Curriculum by Harold Benjamin (1939) )

●The story was written in 1939.

●Curriculum then, was seen as a tradition of organized knowledge taught in
schools of the 19th century. Two centuries later, the concept of a curriculum
has broadened to include several modes of thoughts or experiences.
●No formal, non-formal or informal education exists without a curriculum.
●Classrooms will be empty with no curriculum.
●Teachers will have nothing to do, if there is no curriculum.
●Curriculum is at the heart of teaching profession.
●Every teacher is guided by some sort of curriculum in the classroom and in
schools
 EDUCATIONAL LEVELS

BASIC EDUCATION

This levels includes;

 Kindergarten
 Grade 1 to 6 (Elementary)
 Grade 7 to 10 (Junior High School)
 Grade 11 and 12 (Senior High School)

The new basic educational levels are provided in the K to 12

Enhanced Curriculum of 2013 of the Department of
Education
TECHNICAL VOCATIONAL EDUCATION

 This is post-secondary technical vocational educational and training taken

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

HIGHER EDUCATION

 Includes Baccalaureate or Bachelor Degrees and Graduate Degrees

(Master’s and Doctorate)
 Under the regulation of the Commission on Higher Education (CHED)
TYPES OF CURRICULA SIMULTANEOUSLY OPERATING IN THE SCHOOLS

1. RECOMMENDED CURRICULUM
 Almost curricula found in schools are recommended.
 Basic education by Department of Education, Higher Education by Commission on
Higher Education (CHED) and for the Vocational education by TESDA.
 Other professional organizations or international bodies like UNESCO are also
recommended curricula in schools.
 These recommendations come in the form of memoranda or policies, standards
and guidelines.
2. WRITTEN CURRICULUM
 Includes documents based on the recommended curriculum.
 Course of study, syllabi, modules, books or instructional guides and teacher’s
lesson plan.
 Most recent written curriculum is “K to 12 for Philippines 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, realias,
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.

6. Learned Curriculum
 We always believe that if a student changed behaviour, he/she has learned. For
example, from a non-reader to a reader or from not knowing to knowing or from
disobedient to being obedient. The positive outcome of teaching is an indicator of
learning. These are 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 planed, but has a great impact on
the behaviour 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 written curriculum in order to bring to the
surface what are hidden.
 THE TEACHER AS A CURRICULARIST

 The word curricularist describe a professional who is a curriculum specialist

 A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating.
Roles of a Teacher as
Curricularist

1. Knows the curriculum (Knower)

• Learning begins with knowing. The teacher as a learner starts with about the
curriculum, the subject matter or the content. As a teacher, one has to master
what are included in the curriculum.
• It is acquiring academic knowledge both formal (disciplines, logic) or
informal (derived from experiences, vicarious, and unintended).
• It is the mastery of the subject matter.
2. Writes the curriculum (Writer)
• A classroom teacher takes record of knowledge concepts, subject matter or
content. These need to be written or preserved.
• The teacher writes books, modules, laboratory manuals, instructional guides,
and reference materials in paper or electronic media as a curriculum writer or
reviewer.

3. Plans the curriculum (Planner)

• A good curriculum has to be planed. It is the role of the teacher to make a yearly,
monthly or daily plan of the curriculum. This will serve as a guide in the
implementation of the curriculum.
• The teacher takes into consideration several factors in planning a curriculum. These
factors include the learners, the support material, time, subject matter or content , the
desired outcomes, the context of the learners among others.
4. Initiates the curriculum (Initiator)
• In cases where the curriculum is recommended to the schools from DepEd,
CHED,TESDA,UNESCO, UNICEF or other educational agencies for improvement of
quality education, the teacher is obliged to implement.
• Implementation of a new curriculum requires the open mindedness of the teacher,
and the full belief that the curriculum will enhance learning. There will be many
constraints and difficulties in doing things first or leading, however, a
transformative teacher will never hesitate to try something novel and relevant.

5. Innovates the curriculum (Innovator)

• Creativity and innovation are hallmarks of an excellent teacher.
• A curriculum is always dynamic.
• From the content, strategies, ways of doing, blocks of time, ways of evaluating etc.
One cannot single eternal curriculum that would perpetually fit.
6. Implements the curriculum (Implementor)
• As mentioned previously, at the heart of schooling is the curriculum.
• The teacher is at the height of an engagement with the learners, with supporting
materials in order to achieve the desired outcomes.
• It is where teaching, guiding, facilitating skills of the teachers are expected to the
highest level. Where teaching as a science and as an art will be observed and
where all the elements of the curriculum will come into play.

7. Evaluates the curriculum (Evaluator)

• How can one determine if the desired learning outcomes have been achieved?
• Is the curriculum working?
• Does it bring the desired results?
• That person is a teacher.
 CURRICULUM FROM
TRADITIONAL POINTS OF
VIEW
 Robert M. Hutchins
 views curriculum as “permanent studies” where rules of grammar,
reading, rhetoric, logic and mathematics for basic education
are emphasized.
 The 3Rs (Reading, Writing, Arithmetic) should be emphasized inbasic
education while liberal education should be emphasized in college.
 Arthurr Bestor
 An essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and
writing
 It should include mathematics, science, history and foreign language
 Joseph Schwab
 Thinks that the sole source of curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social
Studies, English and many more.
 In college, academic disciplines are labelled as humanities,
sciences, languages, mathematics among others.
 He coined the word discipline as a ruling doctrine for
curriculum.

 Phillip Phenix
 Asserts that curriculum should consist entirely of knowledge
which comes from various disciplines.
 CURRICULUM FROM
PROGRESSIVE
POINTS OF VIEW
 John Dewey
 Believes that education is experiencing.
 Reflective thinking is a means that unifies curricular elements
that are tested by application.

 Holin Caswell and Kenn Campbell

 Viewed curriculum as all experiences children have under the
guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore
 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.

 Colin Marsh and George Willis

 Viewed curriculum as well as all the experiences in
the classroom which are planned and enacted by the
teacher and also learned by the students
 LESSON 2: APPROACHES
TO THE SCHOOL
CURRICULUM

THREE WAYS OF APPROACHING A

CURRICULUM

1.Curriculum as a Content or Body of Knowledge

2.Curriculum as a Process
3.Curriculum as a Product
1. Curriculum as a
Content or Body of
Knowledge
FOUR WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM
1. Topical Approach
• where much content is based on knowledge and experiences are
included.
2. Concept Approach
• with fewer topics in clusters around major and sub-concepts and their
interaction, with relatedness emphasized.
3. Thematic Approach
• as a combination of concepts that develop conceptual structures.
4. Modular Approach
• leads to complete units of instruction.
 CRITERIA IN THE
SELECTION OF
CONTENT
1. Significance
 Content should contribute to ideas, concepts, principles
and generalization that should attain the overall purpose
of the curriculum. It can develop holistically: cognitive,
affective and psychomotor skills.
2. Validity
 The authenticity of the subject matter forms its
validity.
 Knowledge becomes obsolete with the fast changing times.
 Thus there is a need for validity check and verification at a
regular interval, because content which may be valid in its
original form may continue to be valid in the current times.
3. Utility
 Usefulness of the content in the curriculum is relative to the
learners who are going to use these.
 Utility can be relative to time. It may have been useful in the
past, but may not be useful now or in the future.

4. Learnability
 The complexity of the content should be within the range of
experiences of the learners.
 This is based on the psychological principles of learning.
 Appropriate organization of content standards and
sequencing of contents are two basic principles that would
influence learnability.
5. Feasibility
 Can the subject content be learned within the time allowed,
resources available, expertise of the teachers and the nature
of the learners?
 Are there contents of learning which can be learned beyond
the formal teaching-learning engagement?
 Are there opportunities provided to learn these?
6. Interest
 Will the learners take interest in the content? Why?
 Are the contents meaningful? What value will the contents have
in the present and future life of the learners?
 Interest is one of the driving forces for the students to learn
better
 BASICS: FUNDAMENTAL PRINCIPLES FOR CURRICULUM CONCEPTS

• Proposed by Palma, 1952

• Curriculum should be guided by Balance, Articulation, Sequence,
Integration and Continuity
• Hunkins and Ornstein, 2018 added an important element which
is Scope
1. Balance
 Content should be fairly distributed in depth and breadth.
 This will guarantee that significant contents should be
covered to avoid too much or too little of the contents
needed within the time allocation
2. Articulation
 As the content complexity progresses with the
educational levels, vertically or horizontally, across the
same discipline, smooth connections or bridging should be
provided.
3.Sequence
 The logical arrangement of the content refers to sequence or
order.
 This can be done vertically for deepening the content or
horizontally for broadening the same content.
 In both ways, the pattern usually is from easy to complex, what
is known to the unknown, what is current to something in the
future
4. Integration
 Content in the curriculum does not stand alone or isolation. It has
some ways of relatedness or connectedness to other contents.
 Contents should be infused in other discipline whenever possible.

5. Continuity
 Content when viewed as a curriculum should continuously flow as
it was before, to where it is now, and where it will be in the future.
It should be perennial. It endures time.
 Content maybe not be in the same form and substance as seen in
the past since changes and developments in curriculum
occur.
 Constant repetition, reinforcement and enhancement of the
content are all elements of continuity.
6. Scope
 The breadth and depth of the curriculum content are vital in
a curriculum.
 Scope consists of all the contents, topics, learning
experiences comprising the curriculum.
 In layman’s term scope refers to coverage, it consider the
cognitive level, affective domain and psychomotor skills in
identifying the content.
2. CURRICULUM AS A PROCESS

 The process provides curriculum on “how to teach the

content.”
 The intersection of the content and process is called the
Pedagogical Content Knowledge or PCK.
 It will address the question: If you have this content, how will
you teach it?
 When curriculum is approached as a PROCESS, guiding
principles are presented.
1. Curriculum process in the form of teaching methods or strategies
are means to achieve the end.
2. There is no single best process or method. Its effectiveness will
depend on the desired learning outcomes, the learners, support material
and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the
cognitive, affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be
described as cognitive, affective and psychomotor.
6. Flexibility in the use of the process or methods should be considered.
7. Bothe teaching and learning are the two important processes in the
implementation of the curriculum
3. CURRICULUM AS A PRODUCT
 The product from the curriculum is a student equipped with the
knowledge, skills and values to function effectively and efficiently.
 The real purpose of education is to bring about significant changes
in students’ pattern of behaviour.
 Central to the approach is the formulation of behavioral objectives
stated as intended learning outcomes or desired products so
that content and teaching methods may be organized and the
results evaluated.
 Products of learning are operationalized as knowledge, skill, and
values.
 Curriculum product is expressed in form of outcomes which are
referred to as the achieved learning outcomes.
 CURRICULUM DEVELOPMENT: PROCESSES AND MODEL

CURRICULUM DEVELOPMENT PROCESS

1. 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.
2. 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 assessment procedure and tools to measure achieved
learning outcomes. It will also include the resources to be utilized and the
statement of the learning outcomes.
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.
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 be 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
implementers
 Kurt Lewin’s Force Field Theory and Curriculum Change

 Kurt Lewin
 The Father of Social Psychology
 Explains the process of change.

 In the education landscape, there are always two forces that oppose
each other.
 These are the Driving Force and the Restraining Force
 When these Two forces are equal , the state is Equilibrium or Balance.
(Status is Qou and there will be NO change.
 When the Driving Force overpowers the Restraining Force, the
CHANGE will occur.
 If the opposite happens that is when the Restraining Force is stronger
than the Driving Force, CHANGE is prevented.
Driving Force Restraining Force
E
Government Intervention
Q Fear of the Unknown
U
I
Society’s Values L Negative Attitude to Change
I
Technological Changes B Tradition Values
R
Knowledge Explosion
I Limited Sources
U
M
Administrative Support Obsolete Equipment

Based on Lewin’s Force Field Theory

Implementing A Curriculum Daily in the Classrooms
• DepEd Order No. 70 s. 2012

Teachers of all public elementary and secondary schools will not be required to prepare
detailed lesson plans. They may adopt daily lesson logs which contain the needed information
and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference material with page
number, interventions given to the students and remarks to indicate how many students have
mastered the lesson or are needing remediation.

However, teachers with less than 2 years of teaching experience shall be required to
prepare Daily Lesson Plans which shall include the following:
I. Objective
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment
Main Parts of Lesson Plan
1. Objectives or Intended Learning Outcomes (ILO)
2. Subject Matter (SM)
3. Procedures or Strategies of Teaching
4. Assessment of Learning Outcomes (ALO)
5. Assignment or Agreement

• Intended Learning Outcomes (ILO)

 The desired learning that will be the focus of the lesson.
 Learning Outcomes are based on Taxonomy of Objectives
presented to us as Cognitive, Affective and Psychomotor
BLOOMS TAXONOMY (1965) Revised Bloom’s by ANDERSON (2001)

EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
• The highest level of cognition in the revised version,
is creating.
• Take note that the original version is stated as nouns
while the revised versions is stated as verb which
implies more active form of thinking.
 HOTS
doing

Active

Receiving and
Analyzing Participating

Visual Receiving

Passive

Verbal Receiving

LOTS
 Levels of Knowledge
1. Factual Knowledge
 ideas, specific data or information
2. Conceptual Knowledge
 words or ideas known by common name, common features,
multiple specific examples which may either be concrete or
abstract.
3. Procedural Knowledge
 how things work, step by step actions methods of inquiry.
4. Metacognitive Knowledge
 Knowledge of cognition in general awareness of knowledge of
one’s own cognition, thinking by thinking
Common Characteristics Tips for Teachers about Learners
Visual- uses graphs, charts, pictures; Turn notes into pictures, diagrams,
tends to remember things that are maps.
written in form Learn the big picture first than details.
Make mind maps.

Auditory – recalls information through Record lectures and listen to these.

hearing and speaking; prefer to be told Repeat materials out loud “parrots”
how to do things orally; learns aloud. Read aloud.

Kinesthetic – prefer hands-on Learn something while doing another

approach; demonstrates how to do, thing (eat while studying). Work while
rather than explain; likes group work standing. Like field work. Do many
with hands on-minds on. things at one time.
Teaching and learning must be
supported by instructional
materials (IMs)

Considering the teaching

methodologies and the learning
styles, the different support
materials should be varied.
The Role of Technology in Delivering the Curriculum
Instructional Media may also referred to as media technology
or learning technology.
 Plays a crucial role in delivering instruction to learners.
Non- Projected Media Projected Media
Real objects Overhead transparencies
Models, Field trips, kits Opaque projection
Printed Materials Slides, filmstrips, Films
Visuals (Drawings, photographs, Video, VCD, DVD
graphs, charts, posters) Computer, multimedia
Visual boards (chalkboard, presentations
whiteboard, flannel board)
Audio materials
TPACK
 Framework of Technology-Driven Teaching and Learning
 1. Technological Knowledge
 2. Pedagogical Knowledge
 3. Content Knowledge
 Shows a direct interconnectedness of the three components

A teacher should always ask and find the correct answer to the
following questions for every lessons.
1. What shall I teach? (Content knowledge)
2. How shall I teach the content? (Pedagogical Knowledge)
3. What technology will I use in how to teach the content?
(Technological knowledge)
Criteria for the Use of Visual Aids

• 83% through the use of sight

• 10 % hearing
• 4% smell
• 2% touch
• 1% taste
Assess a visual material or presentation (a transparency or slide) using the
following criteria:

1) Lettering style or font – consistency or harmony.

2) Number of lettering style – no more than 2 in a static display (chart, bulletin
board)
3) Use of Capitals – short titles or headlines should be no more than 6 words
4) Lettering colors – easy to see and read. Use of contrast is good for emphasis
5) Lettering size – good visibility even for students at the back of the classroom.
6) Spacing between lines – not too close as to blur at a distance
7) Spacing between letters – equal and even spacing
8) Number of lines – No more than 8 lines of text in each transparency/slide
9) Appeal – unusual/catchy, two-dimensional, interactive (use of overlays or
movable flaps)
10) Use of directionals –devices (arrows, bold letters, bullets, contrasting color
and size, special placement of an item
The Philippine Qualification Framework
(PQF)
• A reference system of national standards of what
qualifications one has earned by education and
training in the Philippines
• It specifies what an individual has learned in and out of
formal schooling (lifelong learning) based on
qualification, levels and degree of competencies on
knowledge, skills, applications, values and degree of
independence.
Type of Test to Measure Knowledge, Process and Understanding
1. Objective Tests
 Tests that require only one and one correct answer. It is difficult to
construct but easy to check.

1.1 Pencil and Paper Test.

 As the name suggests, the test is written on paper and
requires a pencil to write.

a. Simple Recall – this is the most common tool to

measure knowledge.
 Fill-in-the-blanks
 Enumeration
 Identification
 Simple Recall
b. Alternative Response Test
 This is the type of paper –and-pencil test, where two
options or choices are provided.
 The items can be stated in a question or a statement
form.
 True or False
 Yes or No

c. Multiple Choice Test

 Identified as the most versatile test type because it can
measure a variety of learning outcomes.
 It consists of a problem and a list of suggestion
solutions.

 Stem – the incomplete statement or direct question

 Alternatives, Options or Choices – list of suggested
solution in words, numbers, symbols or phrases
 Answer – the correct alternatives
 Distracters, Distractors or Decoys - remaining options
d. Matching Type Test
 Perfect Matching Type
 the number of premises in Column A is less than
the number of responses in Column B.
 The response can only be used once.

 Imperfect Matching Type

 The number of premises in Column A is not equal
to the number of the responses in Column B.
 The response or the premise can be used more
than once.
2. Subjected Test
 Learning outcomes which indicate learner’s ability to originate and
express ideas is difficult to test through objective type test.
 Essay
 Restricted Response Item
 Like an expanded form of short answer type of objective
test.
 This is limit on both the content scope and the form of
student response
Example: What are the main body parts of plant?
Describe each part.
• Why is the barometer one of the most useful instruments
to forecast the weather? Explain in one paragraph.
 Extended Response Item
 Student is generally free to select any factual information
that can help in organizing response.
 The contents of an extended essay will depend on the
analysis, synthesis, evaluation and other higher order
thinking skills of test takers.
Examples:
What can you say about NATO’S position on the ISIS?
 Assessment Tools to Measure Authentic Learning
Performance and Products (KPUP)

 These learning outcomes can best be done through the

use of authentic evaluation.

Authentic Evaluation is a test that measures real life

tasks, performances and actual products.
Performance Assessment Tools
1. Checklist
 A tool that consists of a list of qualities that are expected
to be observed as a present or absent.
 The presence is to be marked (√) and the absence is
marked (X)
2. Rating Scale
 Tool that uses a scale in a number line as a basis to
estimate the numerical value of a performance or a
product.
 The value is easier to score if the points are in whole
numbers.
Likert scale - the most popular rating scale
3. Rubric for Portfolio

 Compilation of the experiences as authentic learning

outcomes presented with evidence and reflections.
 RUBRIC – to assess the total learning experiences as
presented in a wholistic package