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Index No. PNU-MN-2016-UCM-FM-002
Issue No. 01
Rev. No. 03
Date: 10-08-2018
Page 1 / 18
UCMIMO OBE Course Syllabus (Undergraduate)
QAC No. CC-10082018-308
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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2017
OBE COURSE SYLLABUS
PNU Vision-
Mission
PNU shall become internationally recognized and nationally responsive teacher education university. As the established producer of
knowledge workers in the field of education, it shall be the primary source of high-quality teachers and education managers that can directly
inspire and shape the quality of Filipino students and graduates in the country and the world.
PNU is dedicated to nurturing innovative teachers and education leaders.
PNU Quality
Policy
As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education and
nurture innovative teachers and education leaders imbued with values of truth, excellence, and service. We commit to the continual growth
of the University through compliance with international Quality Standards and statutory and regulatory requirements. We shall achieve this
through our core functions of instruction, research, extension, and production.
CTD Goals The College of Teacher Development (CTD) is committed to the development of innovative teachers and educational leaders through the
pursuit of its Goals which are aligned with the Philippine Normal University Vision, Mission, Goals , Strategic Development Plan (SDP) and
Quality Objectives.
1. Provide the best teacher preparation and development training through quality, innovative and relevant curricular and co-curricular
teacher education programs which will nurture teachers and professionals who are : excellent in their discipline, globally
competitive, deeply rooted in one's heritage, empowered and committed to social transformation. (SDP1: Shared Vision of
Excellence and SDP 2: Quality Assurance)
2. Advance knowledge generation through quality research in education that are relevant and responsive to the needs of teacher
education and promotive of sustainable strategic actions for Nation building and Sustainable Development (SDP1: Shared Vision
of Excellence and SDP 2: Quality Assurance)
3. Ensure that the Teacher Education programs are quality assured and its management system is compliant with the highest quality
standards both national and global. (SDP 2: Quality Assurance: SDP 9: Sustainability)
4. Promote a culture of sharing through extension collaboration activities, partnership with communities and organizations, sharing of
scholarship and expertise to educational institutions, stakeholders and relevant agencies for resource generation, advocacy,
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sustainable actions, and continual improvement. (SDP 8: Responsiveness to Stakeholders; SDP 6: Collaboration and
Partnership)
5. Expand strategic network of collaboration and partnership that strategically positions the College of Teacher Development as a
leader in relevant scholarly and advocacy initiatives (SDP 6: Collaboration and Partnership)
6. Develop products and programs, both conventional and digital that are relevant to the needs of instruction, supportive of students’
optimal learning, contributory to the needs of the profession and helpful in addressing issues and problems of education. (SDP 7:
Product and Service development)
7. Design programs, products and services that promote the PNU brand and CTD as a respected community of scholars providing
insights on education and societal issues and concerns. (SDP 4: Branding)
8. Expand international presence in the field of teacher education and relevant fields through effective networking, collaboration, and
partnership at the international level. (SDP 5: Internationalization)
9. Support professional development and career advancement of the faculty and staff and the College of Teacher Development
through promotion of continual work environment improvement, organizational effectiveness, relevant professional development
programs and enhanced faculty-employee-management engagement. (SDP 10: Human Capital Management)
10. Establish well defined systems-based solutions and sustainability practices to ensure efficiency and effectiveness of
implementation of CTD programs and procedures. (SDP 3: Systems Based Solutions, SDP Sustainability 9)
These goals are envisioned to be achieved through the promotion of CTDs Core function of a) quality instruction, b) relevant research in
education and scholarship of teaching, c) culture of sharing through relevant extension and community partnership programs and d)
production and publication of relevant instructional materials and other resources.
Course Number 2PROFED06
Course Title The Teacher and the School Curriculum
Course
Prerequisite
The Teaching Profession, Psychology of Learners, Theories of Learning
Course Description This course introduces pre-service teachers to the fundamental concepts, principles and differing views on curriculum development process.
Emphasis will be given on the role of the teachers as curricularists in planning, designing, implementing, and evaluating school curriculum
so that they will be able to interact meaningfully with the national and local curriculum requirements. In this course, students will be able to
translate curriculum content into learning activities relevant to the learners as well as manage curriculum change and reforms vis-a-vis
various context of teaching and learning. In the end, the students are expected to review, analyze and critique existing curriculum for
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possible improvement/enhancement.
Program Specialization
Outcomes
• Manifest the skills in developing and analyzing the curriculum and its processes.
• Display the skills needed in localizing and indigenizing the curriculum.
GAD Themes 1. Gender-fair language in communication and the arts
2. Gender identity
3. Gender roles
4. Gender representation in media, art, and literature
5. (En)gender(ed) (in)equality across disciplines
6. Diversity of learners
FLEXIBLE COURSE PLAN
Schedul
e
COURSE
INTENDED
LEARNING
OUTCOMES
(CILO)
CONTENT
INSTRUCTIONAL DELIVERY
ASSESSMENT
LEARNING
RESOURCES
STUDENT ACTIVITY FACULTY ACTIVITY
ONLINE
SYNCHRONOUS
ASYNCHRONOUS
INDIVIDUAL
CONSULTATION/
COACHING
(Asynchronous)
Week 1 Orientation;
Dissemination and
discussion of: PNU
Vision, Mission,
Quality Policy, Course
Requirements; and
Course Policies
Video Presentation of
PNU Vision, Mission,
and Quality Policy (3
minutes)
Online Course
Orientation via
Google Meet, Zoom,
or other modes of
video conferencing.
Tasks:
• Access, download and
read course syllabus and
session guide file via LMS
(1.5 hrs.)
• Make an advance
research on the different
definitions of curriculum (2
hrs.)
Class or individual
consultation on course
policies, course
requirements, class
rules and regulations
(3 hrs./week)
VMG and Quality
Policy Video
Course Syllabus
PNU LMS or other
learning
management
systems
Week 2 Demonstrate
knowledge
UNIT 1 NATURE &
PURPOSE OF
Online sharing of
research on various
Read and study on the Nature
and Purpose of Curriculum
Checking of Reflection
paper, and individual
Rubrics of Presentation
Materials (digital
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and
understandi
ng of
traditional
and
emerging
concepts of
curriculum
CURRICULUM
Essential Questions:
1. What is curriculum?
2. What concepts
about curriculum have
emerged through the
years?
I. Meaning of
Curriculum
II. Traditional and
Emerging Concepts
definitions of
curriculum (20
minutes)
Online lecture
discussion on
Traditional and
Emerging Concepts of
Curriculum (40
minutes)
(1.5 hrs.)
Reflection paper – Which
definition of curriculum do you
adhere the most? Why? (2
hrs.)
consultation (1.5 hrs.) Reflection Paper and printed)
Reading materials
on the nature and
purpose of
curriculum
Week 3
Demonstrate
an in-depth
understandi
ng of how
the different
philosophica
l,
psychologic
al, socio-
cultural and
historical
thoughts
have
influenced
curriculum
development
UNIT 2
CURRICULAR
FOUNDATIONS
Essential Questions:
1. What influences
curriculum
development?
2. What curricular
directions may be
expected in the near
future?
I. Philosophical
Foundations
Online lecture
discussion and small
group answers to
discussion questions
on Different
Philosophical
Foundations
Read on the Different
Philosophical Foundations of
Curriculum (1.5 hrs).
Comparative Analysis using a
matrix of two institutions
considering their: a) kind of
philosophy, b) instructional
delivery, and c) social
responsibility (1.5
hrs)
Checking of output,
and individual
consultation
(3 hrs./week)
Rubrics on
comparative
analysis
Worksheet on the
Comparative
Analysis
Presentation
Materials (digital
and printed)
Reading materials
on the curricular
foundations
Week 4 II. Psychological
Foundations
III. Socio-cultural
Online lecture
discussion and small
group answers to
discussion questions
Read on Psychological
Foundations and Socio-cultural
Foundations of Curriculum ( 2
Checking of output,
and individual
consultation
Rubrics on
reflection paper
Presentation
Materials (digital
and printed)
5. 5
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Foundations on Psychological
Foundations and
Socio-cultural
Foundations
hrs.)
Reflection Paper – Differentiate
social changes and cultural
trends (1 hr.)
(3 hrs./week) Reading materials
on the curricular
foundations
Week 5 IV. Historical
Foundations
Online lecture
discussion and small
group answers to
discussion questions
on Historical
Foundations
Read on Historical
Foundations of Curriculum
(2 hrs.)
Using a timeline, trace the
development of curriculum in
the Philippines (2 hrs.)
Checking of output via
LMS, and individual
consultation
(3 hrs./week)
Rubrics on timeline
development
Midterm Exam
(1 hr.)
Template on
timeline
development
Presentation
Materials (digital
and printed)
Reading materials
on the curricular
foundations
MID-TERM EXAMINATION
Week 6
Demonstrate
knowledge
and
understandi
ng on the
different
approaches
used in
curriculum
development
UNIT 3
CURRICULUM
APPROACHES
Essential Questions:
1. What approaches
are generally used in
curriculum
development?
2. Which approach is
most appropriate
given a particular
context?
Online lecture
discussion and small
group answers to
discussion questions
on the different
approaches used in
curriculum
development (1 hr.)
Comparative Analysis using a
Matrix on the different
approaches and features of
some existing curriculum in the
Philippines:
- K12 Curriculum
- Angelicum
(Individualized
Instruction)
- Home-schooling (1
hr.)
Viewing of a film or reading on
Checking of output via
LMS, and individual
consultation (3 hrs.)
Rubrics on
comparative
analysis
Rubrics on Film
Worksheet on
Comparative
Analysis
Worksheet on Film
Analysis
Presentation
Materials (digital
and printed)
Reading materials
on the curriculum
approaches
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synopsis of the following:
(1.5 hrs.)
1. Dead Poets’ Society
(1989)
2. Lean On Me (1989)
3. Freedom Writers (2007)
4. Precious (2009)
5. Music of the Hearts
(1999)
6. Mr. Holland’s Opus
(1995)
7. Dangerous Minds
(1995)
8. Munting Tining (2002)
9. Mila (2001)
10. School of Hip Hop
(2017)
Film Analysis/ Accomplish the
guide questions.
Analysis
Unit Quiz (1 hr.)
Week 7 Describe the
different
models of
curriculum
designs
UNIT 4
CURRICULUM
DESIGN
Essential Questions:
1. In what way can
curriculum be
designed?
Online lecture
discussion and small
group answers to
discussion questions
on the following:
I. Subjected-centered
Design
Using a matrix, identify the
strengths and weaknesses of
subject-centered design.
Checking of output via
LMS and individual
consultation (3 hrs.)
Rubrics on matrix Template on the
matrix of
curriculum design
Presentation
Materials (digital
and printed)
Reading materials
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2. Which design is
most appropriate
given a context?
I. Subject-centered
Design
A. Patterns of
arranging the subject
• Patterns of
arranging the
subject
on the curriculum
design
Week 8 II. Child-centered
Design
A. Patterns of
arranging experiences
III. Problem-centered
Design
Online lecture
discussion and small
group answers to
discussion questions
on the following:
II. Child-centered
Design
A. Patterns of
arranging the subject
III. Problem-centered
Design
Using a matrix, identify the
strengths and weaknesses of
child-centered design, and
problem-centered design.
Reflect on the importance of
knowing the strengths and
weaknesses of each
curriculum design.
Checking of output via
LMS and individual
consultation (3 hrs.)
Rubrics on matrix
Rubrics on
Reflection Paper
Template on the
matrix of
curriculum design
Presentation
Materials (digital
and printed)
Reading materials
on the curriculum
design
Week 9 Describe the
activities
that happen
in each
phase of
curriculum
development
Explain the
relationship
of the
components
/ parts of a
UNIT 5 PHASES OF
CURRICULUM
DEVELOPMENT
Essential Questions:
1. What are the
different phases of
curriculum
development?
2. What specific
activities are
undertaken in each
Online lecture
discussion and small
group answers to
discussion questions
on the following
phases of curriculum
development:
A. Curriculum
Planning
B. Curriculum
Designing/
Most Essential Learning
Competencies (MELC) Content
Alignment (3 hrs.)
Reflection on the MELC
Content Alignment
Checking of alignment
output via LMS, and
individual consultation
(3 hrs.)
Rubrics on MELC
Content Alignment
Rubrics on
Reflection Paper
MELC Content
Alignment
Template
Presentation
Materials (digital
and printed)
Reading materials
on the phases of
curriculum
development
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curriculum/
instructional
plan
Develop an
instructional
plan while
observing
the activities
of each
phase
phase of developing
the curriculum?
I. Phases of
Curriculum
Development
A. Curriculum
Planning
B. Curriculum
Designing/
Organization
Organization
Week
10
C. Curriculum
Implementation/
Management
D. Curriculum
Evaluation
Online lecture
discussion and small
group answers to
discussion questions
on the following
phases of curriculum
development:
C. Curriculum
Implementation
D. Curriculum
Evaluation
Scope and Sequence (by
discipline) (3 hrs.)
Reflection Paper on Scope and
Sequence
Checking of alignment
output via LMS, and
individual consultation
(3 hrs.)
Rubrics on Scope
and Sequence
Rubrics on the
reflection paper
Template on
Scope and
Sequence
Presentation
Materials (digital
and printed)
Reading materials
on the phases of
curriculum
development
Week
11
E. Curriculum
Improvement/ Change
Online lecture
discussion and small
group answers to
discussion questions
on the following
phases of curriculum
development:
Development and presentation
of Lesson Exemplars using
IDEA Model (3.5 hrs.)
Checking of alignment
output via LMS, and
individual consultation
(3 hrs.)
Rubrics on the
development and
presentation of
lesson exemplars
Template on
Lesson Exemplars
Presentation
Materials (digital
and printed)
Reading materials
9. 9
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E. Curriculum
Improvement/ Change
on the phases of
curriculum
development
Week
12
Analyze how
trends and
issues
influence
curriculum
development
UNIT 6 TRENDS
AND ISSUES IN
CURRICULUM
DEVELOPMENT
Essential Questions:
1. What trends and
issues have triggered
the recent
developments in the
Philippine basic
education curriculum?
2. What could be
expected of the
school curriculum in
the next few years?
3. What roles are
expected of teachers
given the emerging
trends and issues that
influence curriculum
development and
implementation?
Video/PowerPoint
presentation on the
following topics:
1. Contextualization
2. PPST/COT
3. OBE
4. Education 4.0 (30
mins.)
3 – 2 – 1 Activity (30
mins.)
Insight paper on
Contextualization (Localization
and Indigenization)
Critique Paper on PPST/COT,
Outcomes Based, and
Education 4.0
Checking of output
and individual
consultation ( 3 hrs.)
Rubrics on insight
paper
Rubrics of critique
paper
Template on
Lesson Exemplars
Presentation
Materials (digital
and printed)
Reading materials
on the trends and
issues in
curriculum
development
FINAL EXAMINATION
Course Requirements Requirements Percentage
Examinations 25%
Assignments 25%
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Projects 35%
Participation (Synchronous and Asynchronous Discussions) 15%
Total 100%
Course Policies
Attendance
• This will be checked by the class secretary every meeting.
• Thirty minutes would be the grace period for the latecomers. Beyond the grace period would be considered late.
• Two times tardy in class would be equivalent to 1 absence.
• Attendance would be considered when rating class participation.
• Attendance would be checked to monitor if a student is still part of the class. For absentee students, the university policy in dropping a
student from the course would be strictly observed.
Students with Disability
• Students with disabilities who seek accommodations in a course must be registered with the OSASS and inform their instructors about
their condition (visual acuity, functional vision, visual efficiency) at the beginning of the semester for accommodation services.
• Students with visual impairments (blindness and low vision) should first be oriented with the classroom environment, most especially
with the gymnasium and laboratory equipment. They can also have their preferred seating.
• Tactile aids and manipulative materials (embossed relief maps and diagrams, three-dimensional (3D) models, tactile models) should be
prepared for students with blindness. PowerPoint presentations, e-books and other materials preferably in Braille, must also be given to
them ahead of time. Likewise, they should be allowed to use their assistive devices such as talking computers and calculators, iPad,
audio recorders, smart phones, to serve as their notes in class discussions.
• For students with low vision, large-print books and handouts with large-print sizes can be given to them ahead of time.
• Teachers should talk in slow and clear manner, and most importantly should describe ALL discussions for students with visual
impairments. Instead of plainly writing on the board, the teacher should describe what is to be written or drawn on the board. This should
also be done while presenting PowerPoint presentations, video clips, pictures and the like.
• Extra time must be given to the students with disabilities as they travel from one class to the next. Sighted guides, preferably
classmates, must be oriented and be allowed to help them in travelling. It is, however, recommended that students with disabilities
become self-sufficient in travelling, most especially if they experienced a year of orientation and mobility in the university.
• During examinations, teachers can prepare test papers in Braille for students with blindness. But if not possible, they can dictate the test
items to the students or have one sighted guide to do the dictation while the teacher assists. For students with low vision, print materials
could be prepared using large-print sizes (36-point type), in bold and black font, that are visible for them.
• Teachers should model inclusive teaching among their students and therefore should NOT isolate any student, specifically those with
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Reference Code:PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2017
disabilities from any class or school activity.
• Proper accommodations must be prepared and consulted with experts in the discipline if needed.
Consultation Period TBA
Course References
Aldinger, Cynthia. (2015). Life is the curriculumCreateSpace Independent Pub.
Bago, Adelaida L. (2008). Curriculum development : the Philippine experience. 2008
Belbase, S. (2011). Philosophical Foundations for Curriculum Decision: Reflective Analysis. Retrieved July 04, 2020 from
http://files.eric.ed.gov/fulltext/ED524740.pdf
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum development. Philippines: Lorimar Publishing, Inc.
Blogger, A. & et. al. (2018). Current Curriculum Trends Worth Exploring. Retrieved July 14, 2020, from https://inservice.ascd.org/current-
curriculum-trends-worth-exploring/?fbclid=IwAR2NwHmpXq32gj9CQ9xDVbHn7MizzDbMq4X4F-iOV6zds_34ta9KZPcJ1iE
Department of Education (n.d.). Guidelines on the use of the most essential learning competencies (MELCS). Retrieved July 04 2020, from
https://commons.deped.gov.ph/MELCS-Guidelines.pdf
Department of Education (n.d.). Guidelnes on the Preparation of PIVOT I-D-E-A Lesson Exemplars. Retrieved July 04, 2020 from
https://depeddasma.edu.ph/um-guidelines-on-the-preparation-of-pivot-i-d-e-a-lesson-exemplars/
Department of Education (n.d.). K to 12 Most Essential Learning Competencies With Corresponding CG Codes. Retrieved July 04 2020,
from https://commons.deped.gov.ph/K-to-12-MELCS-with-CG-Codes.pdf.
Department of Education (n.d.). Philippine Professional Standards for Teachers. Retrieved July 04, 2020, from
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Estes. (2015).Instruction: a models approach, 7th ed.Pearson(D)
Flinder. (2012).The curriculum studies reader, 4th d.Routledge(D)
Glatthorn, Allan A. (2012). Curriculum leadership: strategies for development and implementation. Thousand Oaks, Calif. : SAGE Publications
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Hlebowitsh, Peter S. (2013).Basic principles of curriculum and instruction. Chicago London : The University of Chicago Pres
Lemlech, Johanna Kasin. (2010). Curriculum and instructional methods for the elementary and middle school Allyn and Bacon
Marsh, Colin J. (2004) Key Concepts for Understanding Curriculum. Oxon: RoutledgeFalmer
Milman. (2013). Teaching models : designing instruction for 21st century learners Pearson(D)
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Narayana, P.V.V.S; Krishna, G.; Rao, DigumartiBhaskara. (2004). Curriculum development and management Discovery Pub. House.
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Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. England: Pearson Education Limited.
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Schiro. (2012). Curriculum theory : conflict visions and enduring concerns SAGE (D)
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Wiles, J., & Bondi, J. (2015). Curriculum development: A guide to practice. Boston: Pearson.
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Wyse, Dominic. (2013). Creating the curriculum. New York, NY : Routledge
