Activity 1: Meaning of curriculum

1. Interview two subject teachers, and a principal or the person-in-charge. Get their opinions on the
meaning of curriculum. Write their responses. Include their signature above printed name. What
are the similarities and differences in their answer?

 Teacher 1

The frame work of an institution. It can also be the courses offered by an educational
institution.

 Teacher 2

An integrated course of academic studies. It includes the aims, objectives, teaching

content, strategies, assessment and other components of learning and teaching in
classroom.

 Person-in-charge

A comprehensive overview of what students should learn, how they will learn it, what role
the instructor is playing and the framework in which learning and teaching will take place.

____________________________________

Signature above printed name

All of them are saying that a curriculum wants to teach the students with their needs, want to
accomplish a certain goal and to give students a good process of learning style.

2. Get one meaning of the word ‘curriculum’ from the internet and one from a dictionary. What are
the similarities and differences?

The term curriculum refers to the lesson and academic content taught in a school or in a
specific course or program. Furthermore, it refers to the means and materials with which students will
interact for the purpose of achieving identified educational outcomes. 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.

Depending on how broadly educators define or employ the term, curriculum typically refers to
the knowledge and skills students are expected to learn, which includes the learning standards or
learning objectives they are expected to meet.
 3. Create your own definition of curriculum based on your interviews, dictionary and internet
sources.

Curriculum is a blue print or a framework of the learning process. It is viewed as listing of

subjects to be taught in school. In broader sense, it refers to the total learning experiences of
individuals not only in school but in society as well.

Moreover, it gives emphasis on student’s needs. Before, it is a body of subjects or subject

matter prepared by the teachers for the students to learn. It is synonymous to the “course of study”
and “syllabus”. Now, these can only be called curriculum if the written materials are actualized by the
learner. Additionally, curriculum is child-centered that helps child growth and development.

4. Explain the importance of curriculum in education.

A key concept to keep in mind is that the curriculum is only the part of the plan that directly
affects students. Anything in the plan that does not reach the students constitutes an educational
wish, but not a curriculum. So, it can only be the portion of the plan that actually reaches the students.
Planning that keeps that point in focus can be expected to result in a more focused curriculum.

Therefore, curriculum is very important in education for it will keep track on the progress of
the learners and if the school is still anchored to its intended learning objectives. Also, it is to prepare
the students to thrive within the society as it is and that includes the capacity for positive change and
growth.

5. How can we improve the school’s curriculum?

We have to improve the curriculum from time to time to come up with the changes that takes
place here in the society and also to be globally competitive. Revision of curriculum is also done to
enhance and improve the thinking skills of the students and develop the quality of teaching to reach
the vision.

Moreover, we must cope up with the changes so our curriculum will improve too so the
learners will develop holistically. As we are in the present generation, we should use the progressive
curriculum for it engages students in activities of a higher plane of thinking.

Activity 2: Types of Curricula

1. Surf the internet for the different types of curricula. Enumerate and write descriptions for each.
Types of Curriculum:

1. Recommended curriculum - proposed by scholars and professional organizations.

2. Written curriculum - appears in school, district, division or country documents.

3. Taught curriculum - what teachers implement or deliver in the classrooms and schools

4. Supported curriculum - resources textbook, computers, audio visual materials which support
and help in the implementation of the curriculum.

5. Assessed curriculum - that which is tested and evaluated.

6. Learned curriculum - what the students actually learn and what is measured and

7. Hidden curriculum - the unintended curriculum.

2. Find out what types of curricula are present and being used in the school you have observed.

They are in what form? (Example: written curriculum is present—in the form of lesson plan)

Name of school Recommende Written Taught Supporte Assesse Learned Hidden

d d d
Governor Ferrer       
Memorial National
High school, San
Francisco Annex

3. Why must a teacher be aware and sensitive to the hidden curriculum?

The hidden curriculum may include either positive or negative messages, depending on
models provided and the perspectives of the learners.

Hidden curriculum is implied by the very structure and nature of schools, much of what
revolves around daily or established routines. It is derive from the very nature of and
organizational design of the public school, as well as from behaviors and attitudes of teachers
and administrators.

4. As a future educator, why do you need to know the different types of curricula?

Curriculum is just the list of subjects taught in schools. But in broader sense, it is not just
the subjects but rather the total learning experiences we give to our children. The type of
curriculum a school offers is very important. As a future educator we must be aware that we are
now in the 21st century. So, we must cope up with the changes of the curriculum for its
improvement and child’s development.

There are many curriculums happening in one school but what is essential is that
together they make one curriculum that makes a certain school different from other schools.
 Curriculum knowledge is basically specialized knowledge organized for transmission,
usually but not always from one generation to another; I use the term transmission without
assuming that it is the one-way process that the metaphor implies. It is this curriculum knowledge
that is the phenomenon that we claim to have specialist knowledge of as curriculum theorists, and
it is curriculum theory that should enable us to analyze and critique its different forms, and
hopefully develop/propose better alternatives.

People learn from failure. In fact, ask any major successful person what helped them and
usually it will involve a story that harkens back to a big “mess-up”. Failure teaches even better
than a perfect score on a test.
Activity 3: Curriculum Process and Models

1. Interview a teacher and write his/her response with signature above printed name. Ask how can a

Teacher determine whether the content of curriculum is:

 Significant?

A curriculum is significant when the learners learn what they should learn and apply it in their life
and there’s growth in their skills and capabilities.

 Valid?

It is valid when the learners apply all the content based on maturity, prior experience, educational
and social value.

 Useful?

A curriculum is very useful because the objectives of the lesson plan is based on it.

 Learnable?

Curriculum is learnable because it is within the range of experiences of the learners. When the
learners learn from the content of the curriculum.

 Feasible?

It can be learned within the tile allowed, resources available, expertise of the teacher, nature of
learner. The skills and competencies are based on the curriculum.

 Interesting?

Curriculum becomes interesting when it engages the student in an interactive learning that will
improve their cooperation and confidence.

(Write your insights based on your interview with the teacher)

Anything and everything that teaches a lesson, planned or otherwise. Humans are born learning.
Since students learn all the time through exposure and modelled behaviors, this means that they learn
important social and emotional lessons from everyone inside the school.

We must be aware if the curriculum is still significant, valid, useful, learnable, feasible and
interesting. We cannot give all the knowledge if there is one content of the curriculum missing. Teachers
are also curriculum writers that is why we must understand the content of it.

____________________________________
 Signature above printed name

2. Surf the internet on the steps in Hilda Taba’s model of curriculum development. How is it applied
in the field of teaching?

Steps in Hilda Taba’s Model

1. Diagnosis of learners’ needs and expectations of larger society.

2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate and the means of doing it.

The development of curriculum based on the ideals of Hilda Taba are found in curriculums used
in many schools today. Taba stated that there are three groupings of objectives: knowledge- what children
need to understand; skills-children need to learn how to; and concepts-children need to be (Ornstein
&Hunkins, 2009). She was an advocated for students using prolem solving and inquiry discovery
techniques. The main idea to this approach is that the needs of the students are at the forefront to the
curriculum. The use of Taba's ideals of charting students status in learning and placing students with
similar learning in diverse groupings, what is now called cooperative learning groups. This is an idea that
needs to be considered if using the basic ideas of this approach in curriculum design.
Taba model is currently applied or used in most curriculum designs.

 Identifying the needs of the students

 Developing objectives
 Selecting instructional method
 Organizing learning experiences
 Evaluating

3. What is Understanding by Design model of curriculum development and what are its advantages?

Understanding by design is a tool for educational planning focused on “teaching for

understanding”. It emphasizes on “backward design” or the method of identifying the outcomes
first to design the curriculum, performance assessments, and classroom instruction.

UBD covers three stages:

1. Identifying desired results;

2. Determine acceptable evidence/assessment;
3. Plan learning experiences and instruction

Its main theory is to ascertain that all learning activities are anchored on the “road to
understanding” and not on the predictable trip to rote method.

Advantages:

 Student-centered
 Makes learning interesting and multi-dimensional
 Develop teachers’ creativity and sense of responsibility
 Provides a better plan of curriculum
 Flexible and open doors for various styles
Activity 4: Crafting the Curriculum

Tasks start here:

1. Interview a teacher. Write the teacher’s response with his/her signature above printed name.
Ask the following questions:

Why curriculum is a product of its own time?

Because it is necessary to change the curriculum based on what type of learners we have.
Especially now we are in the 21st century, revision of curriculum is a good thing to come up with the
changes that take place in the society and also to be globally competitive.

Why curriculum development is a cooperative group activity?

Because it engage the students in an interactive learning which involves different cooperative
group activity.

(Write your insights based on your interview with the teacher.)

We can’t continuously use a curriculum because we need to consider the background and
interests of our students for the development of their skill and talents. Nowadays, we are using the
progressive curriculum that engages the students in interactive learning activities for a higher plane of
thinking.

____________________________________

Signature above printed name

2. Go back to Hilda Taba’s model. Why curriculum development is more effective when it follows a
systematic process?
 Gives teachers a greater role by not just making them implementers of the curriculum but
also developers
 Uses the inductive method
 Teacher approach is used
 Sees curriculum as a “plan for learning”
 Gives importance to objectives in order to establish a sense of purpose for deciding what
to include, exclude and emphasize in a curriculum.

Taba believed that: “to evolve a theory of curriculum development and a method of thinking
about it, one needs to ask what demands and requirements of culture and society both are, both
for the present and the future. Curriculum is a way of preparing young people to participate in our
future. ”
3. Cite an article from the internet about the current trends and issues in education, include the
article and write your insights.

WHAT WE KNOW ABOUT YOUNG CHILDREN, TV AND MEDIA VIOLENCE

Psychologists, educators, and other researchers have studied how TV affects young children. Here
are some of the main points they emphasize:

 Young children watch more television than any other age group.

Between the ages of 2 and 3, most children develop a favorite television show and begin to
acquire the habit of watching television. American children between the ages of 2 and 5 spend more time
watching TV than any other age group! (Presumably, school and other activities cut down on viewing time
for children in the 6 to 17-year-old category.) Among other things, heavy TV viewing can also mean heavy
exposure to violence. Children's programming has consistently been found to have higher levels of
violence than any other category of programming. And young children also frequently watch violent
programming intended for adults.

 Young children can't tell the difference between fantasy and reality.

Your pre-schooler's rich imagination is a big part of his normal development, but that means it is
usually hard for him to tell the difference between what's real and what's imaginary. Preschoolers cannot
always understand that what they see on television is made up, especially when it looks so much like real
life, so it's especially difficult for them to distinguish between television violence and real- life violence.

 Young children are particularly susceptible to media violence.

Because they lack the life experience to evaluate what they are watching, preschoolers are not critical
viewers of the violence they see in television programs, movies, and videotapes. They simply accept the
violent behavior they see as real and normal.

 Young children learn by imitating what they see, so television can be a powerful teacher.

Television can teach your child about violence and aggressive behavior, but perhaps in ways you
have not considered before. For instance, because most 3 to 6-year-olds want to feel that they are strong
and in control of their world, they often identify with TV characters who are powerful and effective. But
what they see most often are superheroes and other characters who solve problems with violence,
usually as a first resort, and then are rewarded for doing so. When young children watch TV or videos that
present violence as successful, exciting, funny, pleasurable, and commonplace, it can be easy for them to
accept the "TV way" as real and desirable.
  Pre-schoolers need a variety of real experiences and real playtime in order to grow and
develop.

Your growing child needs a wide range of activities and experiences. She needs a mix of physical
activity, lots of "hands-on" experience with the world, a chance to be with other children and caring adults,
and quiet time by herself. And she needs lots of time to play! Imaginative play is the single most important
way 3 to 6-year olds learn, grow, and work out their feelings, fears, and fantasies. The more your child
watches TV, the less she develops her own ability to entertain herself, and the less time she spends on all
the other important experiences she needs to grow and learn.

Reference:

De Jesus, J., 2 ex-DepEd execs face raps for allegedly amassing P6-M public funds, retrieved November
17, 2017 from, http://newsinfo.inquirer.net/947170/deped-department-of-education-malversation-public-
funds-corruption-graft-marilou-tolosa-jesus-nieves#ixzz4zrY1Ap4Z

Reflection:

It is sad to know how these powerful people keep on doing things without thinking of the
consequences. As a student, I just want the government to provide a fast-tracking of textbook, re-training
of teachers, more buildings, provided computer sets and other technology related equipment to make a
curriculum more effective.

In the installation of the new curriculum or innovation in education, all stakeholders should be
involved. This participatory process provides a sense of ownership and motivation to all stakeholders. In
so doing, each one will make sure that the result of the innovation will be positive.

Activity 5: Curriculum Approaches

Tasks start here:

1. What are the approaches of curriculum design present in the K to 12 program of DepEd? Write
descriptions of each approach present. What are the advantages of these approaches?

Sec. 5 (e) RA 10533

The curriculum shall use pedagogical approaches such as:

 Constructivism – people construct their own understanding and knowledge of the world,
through experiencing things and reflecting on those experiences.
 Inquiry-based – students will ask questions that they will also answer. The facilitator will
elaborate, support and verify their answers or the information.
 Research-based – what the teacher will say should be based on a research.
 Learner-centered approach – focuses on the learners. The teachers act as the facilitator.
 Spiral progression approach – mastery of the concept.
 Inclusive – everybody should be included in the process of learning.

2. Enumerate the other features of the K to 12 program. Write your insights about them.

 Stronger integration of competencies and values within and across the learning areas to
master learning standards (content and performance standards).
 We are molding “integrated” learners, or well-rounded individuals.
 Two main sources of reliable and meaningful knowledge for basic education: expert
systems of knowledge and the learners’ experience in his/her context.

3. Interview a teacher, a grade 11 or 12 student, and a parent. Write their response with their
signature above printed name. Ask them their perceptions towards the K to 12 program of
DepEd.

Grade 11 student
Medyo hindi ko po maintindihan nung una kung bakit kailangan pong madagdagan yung
taon namin sa highschool pero, naiintidihan ko napo ngayon yung magandang maidudulot nito sa
amin. Hindi lang ginawa ang K to 12 program para dagdagan ang paghihirap ng mga estudyante,
binigyan kami nito ng pagkakataong mas maging handa sa buhay.

____________________________________

Signature above printed name

Parent

Maraming magandang naidulot ang K to 12 program sa magaaral. Bilang isang ina

noong una hindi ko gusto ang programa na ito dahil dagdag gastusin lang. pero kung titingnan
 mong maigi binigbigyan nito ang magaaral ng opportunity para mas maging mature at handa pag
nagkolehiyo na sila.

____________________________________

Signature above printed name

Teacher

Accepting K to 12 program is not easy for us because of lack of resources and capable
teachers. But, we understand that DepEd aims to enhance learners’ basic skills and prepare graduates
for lifelong learning and employment. This program will give students sufficient time to master skills and
absorb basic competencies.

____________________________________

Signature above printed name

4. Write your reflections based on their response.

Curriculum managers and educational experts are always looking for better ways to
achieve better learning through teaching. However, since curriculum innovations seemed to be
difficult for many, issues and concerns have been raised about curricular innovations. The
newness of the idea raises issues which need to be addressed. Certain aspects need to be
clarified in order to overcome the attitude and feelings that create some concerns.

There must be a fast-tracking textbook, re-training of teachers, more buildings, provided

computer sets and other technology related equipment the DepEd should provide to make a
curriculum more effective.

Activity 6: Curriculum Evaluation

Tasks start here:

 1. Interview three (3) teachers. Write their response with their signature above printed name. Ask
“why there is a need to evaluate the school’s curriculum?” Write your reflections.
 Teacher 1

Curriculum evaluation should be concerned with assessing the value of a program of a

study, a course of study and a field of study. It should continually develop in response to
the needs of the students, staff, institution and society.

 Teacher 2

To facilitate curriculum development. To ensure that the outcomes are achieved and the
course is of acceptable standard. Also, to inform the efficient allocation of teaching and
learning resources.

 Teacher 3

To allow the curriculum developers and implementers be certain about the function of the
curriculum put in place. Information on the effectiveness of the instructional materials is
obtained through evaluation.

____________________________________

Signature above printed name

REFLECTION

Evaluation is necessary to ensure ongoing relevance, coherence, balance, and progression

within a curriculum. Furthermore, the evaluation process provides an evidence base for subsequent
judgement and decision making on curriculum development and revision.

Evaluation can monitor the curriculum and should be viewed as a positive process that enables
the strategic development, implementation and maintenance of a quality academic course or program.

There are many purposes of evaluation. Evaluation can be conceptualised in terms of

curriculum, teaching and learning, assessment and policy. The focus for evaluation is often centred on the
curriculum, either in its development or maintenance, and teaching and learning. However, evaluation can
be used to examine assessment tools and strategies and determine faculty policy in curriculum.

2. Interview a principal/OIC. Write the person’s response with his/her signature above printed name.
Ask, “How is the school’s curriculum evaluated?” Write your reflections.

In evaluating a curriculum like the supported curriculum it includes all the learning materials
used to support the written curriculum, including texts and software. On the other hand, written
curriculum includes the scope and sequence chart and the district curriculum guide. When the district
 developers have produced the first draft of the scope and sequence chart for a given subject,
principals and teachers should evaluate it critically as it provides foundation for the detailed
curriculum guide.

____________________________________

Signature above printed name

REFLECTION

Educational institutions today are increasing their emphasis on high standards as a crucial factor
in improving the quality of education imparted to their students. They are, therefore, looking at new and
better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change
in the way schools are run and the methods of teaching in order to design, implement and evaluate
curriculum effectively.

The need to evaluate curriculum arises because it is necessary for both teachers and students to
determine the extent to which their current curricular program and its implementation have produced
positive and curricular suitable outcomes for students. To evaluate curricular effectiveness we must
identify and describe the curriculum and its objectives first and then check its contents for accuracy,
comprehensiveness, depth, timeliness, depth and quality.

One of the most common ways to evaluate a school curriculum is through student testing. Educators
and administrators will look to see if student improve or decline in areas of study. If the majority of
students show a marked improvement in areas such as math or reading based on test results, then a new
school curriculum will be deemed as effective.

3. Lesson plan is an example of curriculum. Secure a copy of the teacher’s lesson plan. Evaluate if
the contents, strategies, and assessment were aligned to the stated objectives/intended learning
outcomes. Write your analysis.