Educ 15 The Teacher and the School Curriculum

EDUC 15
THE TEACHER AND THE SCHOOL CURRICULUM
Module 04. Unit IV. Crafting the Curriculum:
(Elements of Curriculum and Curriculum Design Models)
.
LEARNING EXPERIENCES/ACTIVITIES
Learning Activity 13. Analysis of the Philippine Education Curriculum Intent
1. Have a copy of the philosophy, vision, mission, goals, and core values (PVMGCV)
of DepEd, CHED, and TESDA
2. Are the philosophy, vision, mission, goals, and core values of DepEd, CHED, and
TESDA in support to the Aims of the Philippine Educational System stipulated in the
Philippine Constitution of 1987. Defend your answer.
DEPED (PVMGCV)
DEPED PHILOSOPHY
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both
public and private; and provides for the establishment and maintenance of a complete, adequate,
and integrated system of basic education relevant to the goals of national development.
DEPED VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
DEPED MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as
stewards of the institution, ensure an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
DEPED GOALS

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To improve the academic performance of the pupils in all learning areas in all grade levels.
Enhance teacher’s competence in teaching and acquire adequate skills in the development of
Support Institutional Materials.
DEPED CORE VALUES
Core Values Behavior Statements Indicators
Maka-Diyos
Expresses one’s spiritual beliefs while
respecting the spiritual beliefs of
others
Engages oneself in worthwhile
spiritual activities
Respects sacred places
Respects religious beliefs of others
Demonstrates curiosity and
willingness to learn about other
ways to express spiritual life
Shows adherence to ethical principles
by upholding truth
Tells the truth
Returns borrowed things in good
condition
Demonstrates intellectual honesty
Expects honesty from others
Aspires to be fair and kind to all
Identifies personal biases
Recognizes and respects one’s
feelings and those of others
Maka-Tao
Is sensitive to individual, social, and
cultural differences
Shows respect for all
Waits for one’s turn
Takes good care of borrowed things

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Views mistakes as learning
opportunities
Upholds and respects the dignity
and equality of all including those
with special needs
Volunteers to assist others in times
of need
Recognizes and respects people
from different economic, social, and
cultural backgrounds.
Demonstrates contributions toward
solidarity
Cooperates during activities
Recognizes and accepts the
contribution of others toward a goal
Considers diverse views
Communicates respectfully
Accepts defeat and celebrates
others’ success
Enables others to succeed
Speaks out against and prevents
bullying
Makakalikasan
Cares for the environment and utilizes
resources wisely, judiciously, and
economically
Shows a caring attitude toward the
environment
Practices waste management
Conserves energy and resources
Takes care of school materials,
facilities, and equipment

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DEFEND
Yes, the philosophy, vision, mission, goals, and core values of DepEd is in support to the Aims of
the Philippine Educational System stipulated in the Philippine Constitution of 1987. Because
DepEd assist Filipino child to discover their full potential in a child-centered and value-driven
teaching-learning environment and thereby, enable the children to create their own destiny in
global community. They prepare children to become a responsible citizen and an enlightened
leader who loves their country and is proud to be a Filipino. To provide quality basic education
that is equitably accessible to all and lay the foundation for life-long learning and service for the
common good.
Keeps work area in order during
and after work
Keeps one’s work neat and orderly
Makabansa
Demonstrates pride in being a
Filipino; exercises the rights and
responsibilities of a Filipino citizen
Identifies oneself as a Filipino
Respects the flag and national
anthem
Takes pride in diverse Filipino
cultural expressions, practices, and
traditions
Promotes the appreciation and
enhancement of Filipino languages
Abides by the rules of the school,
community, and country
Enables others to develop interest
and pride in being a Filipino
Demonstrates appropriate behavior in
carrying out activities in the school,
community, and country
Manages time and personal
resources efficiently and effectively
Perseveres to achieve goals despite
difficult circumstances
Conducts oneself appropriately in
various situations

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CHED (PVMGCV)
CHED VISION
Philippine higher education system that is equitable and producing locally responsive,
innovative, and globally competitive graduates and lifelong learners.
CHED MISSION
To promote equitable access and ensure quality and relevance of higher education institutions
and their programs.
CHED GOALS
The CHED ensures attainment of empowered and globally competitive Filipino through:
1. Quality and Excellence – the provision of undergraduate and graduate education that
meets international standards of quality and excellence;
2. Relevance and Responsiveness - generation and diffusion of knowledge in the board
range of disciplines relevant and responsive to the dynamically changing domestic and
international environment;
3. Access and Equity – broadening the access of deserving and qualified Filipinos to higher
education opportunities; and
4. Efficiency and Effectiveness – the optimization of social; institutional, and individual
returns from the utilization of higher education resources.
CHED CORE VALUES
We believe in demonstrated competence, institutional integrity, personal commitment and deep
sense of nationalism.
DEFEND
Yes, the philosophy, vision, mission, goals, and core values of CHED is in support to the Aims of
the Philippine Educational System stipulated in the Philippine Constitution of 1987. Because it
promote relevant and quality higher education, ensure that quality higher education is accessible
to all who seek it particularly those who may not be able to afford it; c. guarantee and protect
academic freedom for continuing intellectual growth, advancement of learning and research,
development of responsible and effective leadership, education of high level professionals, and
enrichment of historical and cultural heritages.
TESDA (PVMGCV)

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TESDA VISION
The transformational leader in the technical education and skills development of the Filipino
workforce.
TESDA MISSION
TESDA sets direction, promulgates relevant standards, and implements programs geared towards
a quality-assured and inclusive technical education and skills development and certification
system.
TESDA GOALS
 Promote and strengthen the quality of technical education and skills development
programs to attain international competitiveness.
 Focus technical education and skills development on meeting the changing demands for
quality middle-level manpower;
 Encourage critical and creative thinking by disseminating the scientific and technical
knowledge base of middle-level manpower development programs.
TESDA CORE VALUE
We believe in demonstrated competence, institutional integrity, personal commitment, culture of
innovativeness and a deep sense of nationalism.
DEFEND
Yes, the philosophy, vision, mission, goals, and core values of TESDA is in support to the Aims
of the Philippine Educational System stipulated in the Philippine Constitution of 1987. Because it
provides education and training opportunities for students and clients in preparation for
employment. It is also offered to those part of the labor market looking to improve or develop new
competencies to enhance employability in their chosen fields.
Learning Activity 14. Citing Examples
1. Read the K to 12 Curriculum of any subject area and grade level.
2. Copy an example of the following:
A. Basic Education
Subject area: Grade Level: Examples from the K to 12 Curriculum
Content Area RWS11.1. Reading and Thinking Strategies
across Text types
A. Text as Connected Discourse
B. techniques in Selecting and Organizing
Information
C. Patterns of Development
D. Properties of a well-written Text

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RWS11.2. Text and Context Connections
(Critical Reading)
A. Critical Reading as Looking for Ways of
Thinking
1. Explicit and Implicit Claims in a Text
2. Context of Text Development
B. Critical Reading as Reasoning
1. Formulating Evaluative Statements
2. Determining Textual Evidence
RWS11.3. Purposeful Writing in the
Disciplines and for Professions
Content Standard The learner
 RWS11.1 -realizes that information in a
written text may be selected and
organized to achieve a particular purpose.
 RWS11.2. - understands the relationship
of a written text and the context in which
it was developed
 RWS11.3- understands the requirements
of composing academic writing and
professional correspondence.
Performance Standard The learner….
RWS11.1 - critiques a chosen sample of each
pattern of development focusing on information
selection, organization, and development.
RWS11.2-writes a 1000-word critique of a
selected text on the basis of its claim/s, context,
and properties as a written material.
RWS11.3-produces each type of academic
writing and professional correspondence
following the properties of well written texts and
process approach to writing.
Learning Competencies RWS11.1 Reading and Thinking Strategies
across Text types
The learner..
1.Describes a written text as connected discourse

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2. Distinguishes between and among techniques
in selecting and organizing information
a. brainstorming list
b. graphic organizer
c. topic outline d. sentence outline
3. Distinguishes between and among patterns of
development in writing across disciplines
a. narration
b. description
c. definition
d. exemplification / classification
e. comparison and contrast
f. cause and effect
g. problem - solution
h. persuasion
4. Identifies properties of a well-written text
a. organization
b. coherence and cohesion
c. language use d. mechanics
RWS11.2 Text and Context Connections
(Critical Reading)
1.Explains critical reading as looking for ways of
thinking
2. Identifies claims explicitly or implicitly made
in a written text
a. Claim of fact
b. Claim of policy
c. Claim of value.
3. Identifies the context in which a text was
developed
a. Hypertext
b. Intertext
4. Explains critical reading as reasoning

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5. Formulates evaluative statements about a text
read
a. Formulates assertions about the content and
properties of a text read
b. Formulates meaningful counterclaims in
response to claims made in a text read
6. Determines textual evidence to validate
assertions and counterclaims made about a text
read
RWS11.3. Purposeful Writing in the
Disciplines and for Professions
7. Explains how one’s purpose is a crucial
consideration in academic and professional
writing
8. Identifies the unique features of and
requirements in composing texts that are useful
across disciplines
a. Book Review or Article Critique
b. Literature Review
c. Research Report d. Project Proposal e.
Position Paper
B. Higher Education
1. Have a copy of the intended learning outcomes of Northeastern College
Intended Learning Outcomes Copy the Sample
Institutional Learning Outcomes A graduate of Northeastern College is God
fearing, Patriotic, Socially responsible, Effective
communicator, Multi-disciplinary professionals,
and Lifelong learners.
Program Learning Outcomes
(College of Education of NC)
A graduate of College of Education is:
1. A reflective teacher who exhibits
spiritual values and encompasses patriot
ideals.
2. A globally competitive educand who has
mastery of research-based pedagogical
content and imbued with professional and
wholesome personality.

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3. An educand who possesses impressive
communication and teaching skills and
exposed to authentic environment.
4. A lifelong learner who values hard work,
professional services to others
Course Learning Outcomes
(One from the Professional Education
Courses of NC)
At the end of the course, the students should be
able to:
1. Organize and communicate ideas, concepts
and experiences about the basic concepts and
theories of learning, and principles of teaching
and learning.
2. Demonstrate the various cognitive strategies
of learning, strategies of activating prior
knowledge, and modes of concept representation
by Bruner.
3. Formulate educational implications of
learning theories and concepts, and specific real-
life classroom situations in relation to the various
principles of teaching and learning.
4. Deeper understanding of oneself as would-be
teacher based on assessment and/or inventory of
learning modalities, multiple intelligences,
metacognition, motivation and values.
Learning Activity 15. Analysis of a Learning Plan (15pts)
1. Have a sample copy of a complete lesson plan.
2. Using the matrix below, analyze the sample you have secured and give suggestions to
better improve the lesson plan based on the good learning principles and concepts about
the elements of curriculum.

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Subject area: Filipino Grade level: HS
Components of Curriculum Copy the sample Your comments/suggestions
for better learning process
on the objectives, learning
activities, and assessment
Theme of the Lesson Paggamit ng pangatnig sa
Hugnayang pangungusap
gamit ang talambuhay at
sakripisyo ni Lapu-lapu.
The theme of the lesson is
okay for me, because the
teacher used one of our hero
which is Lapu-lapu, the
students will get excited for
that.
Learning Objectives/Intended
Learning Outcomes
 Nakikilala at
natutukoy ang mga
pangatnig sa
hugnayang
pangungusap.
 Nagagamit ang mga
pangatnig sa
hugnayang
pangungusap.
 Nakabubuo ng
makabuluhang
pangungusap gamit
ang mga pangatnig
I have no comment or
suggestion because I think it
is good and the Learning
Objectives/Intended Learning
Outcomes will be followed as
long as the teacher explain
the content correctly.
Subject Matter Gamit ang Pangatnig sa
Hugnayang Pangungusap
The topic is good for the
students, because it is easy.

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Strategies/Methods/Activities  Magpapakita ng
Larawan ni Lapu-lapu
(Showing a picture of
lapu lapu)
 Panuorin ang
talambuhay at
sakripisiyo ni Lapu-
lapu (Watch
biography and
sacrifices of lapu
lapu)
 Paglalagay ng
masayang mukha ang
patlang kung
nagsasaad ito ng tama
at malungkot na
mukha naman kung
mali.
I think the first and second
strategy is good because he
first explained and introduced
who the hero was before he
presented his topic. But for
the activity he did not enter
the name of the activity so the
students will be confused as
to what this activity is called.
He should put a name so that
students know what activity
is that.
Evaluation/Assessment For the
Evaluation/Assessment, it is
fine because the students
understood the topic and I
think the purpose of the topic
was fulfilled. And you can
see that the he delivered the
topic very well.

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Evaluation/Assessment:

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Learning Activity 16. The K to 12 Curriculum: What is the Design Model? (15pts)
Browse and read from the internet the K to 12 Curriculum.
2. What kind of curriculum design model influenced mostly the K to 12 curriculum?
( / ) Subject-Centered ( ) Learner-Centered ( ) Problem-Centered
3. If your answer is subject-centered design model, what specific kind of subject-centred
design model influenced most the K to 12 curriculum?
 DISCIPLINE DESIGN
3.1. Give at least three (3) specific examples or evidences from the K to 12 Curriculum.
 The k-12 curriculum program provided 5 different strands that caters the needs of students
in their specific interests or fields.
 Secondly the 5 strands has their own educational guidelines that will help the students to
develop their skills and talents in their respective field, like in science technology and
mathematics strand their research focuses mostly on experimental type of research so that
they will be able to apply their knowledge from the lessons provided by their strand
courses.
 The third evidence is the subject called immersion, it is mandatory that the students will
undergo on the job training program and the offices that they will be into is related to their
strand, like in Accountancy Business Management students will be assigned at the banks,
business establishments or other accounting offices.
 Take note that before they will let the students to undergo on the job training program they
will be briefed for the guidelines during their immersion.
4. What kind of broad field design model used in Language and Araling Panlipunan in the
K to 12 Curriculum?
 TRANSDISCIPLINARY APPROACH
4.1. Give one specific example or evidence from the K to 12 curriculum for each subject.
 K-12 curriculum can refer to the courses or subjects taught in school from grades
kindergarten through twelve. As it is used in the field of education, K-12 curriculum
usually refers to the specific learning objectives and activities experienced by students in
grades kindergarten through twelve.
Learning Activity 17. YouTube Watch (15 pts)
1. Watch YouTube videos of the following:
1.1. Preschool and Kindergarten classroom and class sessions

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a. Progressive preschools/kindergarten
b. Waldorf education approach
c. Reggio Emilia method
d. Montessori method
1.2. Progressive education class sessions in Elementary and High School
2. What kind of curriculum design models influenced most of the videos you have watched?
 The curriculum model designs that affects the video i watched are correlation design,
broad field design, child centered design, and life situation design.
3. Describe briefly the videos you have watched to justify your answer on No.2.
 Correlation was shown in the video when she sang a song and the focus was teaching
Arian about the words that starts with letter m. When miss K told Arian a story about the
rainbow then jumped off or converting the topic on the color of the rainbow, and teaching
her student different knowledge from science, communication and math. These are the
evidences that shows using the broad field design. The interest of a child in listening to
music ang story, miss k sang a song to Arian using letter m in the beginning of each
words these shows the use of child centered design. Lastly life situation design, it can be
seen when miss k asked Arian about the weather on that they, asking if it is sunny or
rainy, and when they used the flowers to count.
4. Don’t forget to indicate the websites that you have watched on YouTube.
https://l.facebook.com/l.php?u=https%3A%2F%2Fyoutu.be%2FTLvpiEtLH5c%3Ffbclid%3DIw
AR09X6BLFW92Q4657cNBsJ1hbcPrFsutDodoqi97TvOaWlrtJuAorroOPbU&h=AT2FGNSSm
xFxaoXmbyT3p5IQHTiYxXIuKQt9Zg02JQRiaua3rW-l-
EaOWuJZPnziI1UVixomuUeiiMvxoYSkUqli70h77Hi92On8QM1moexCfG6BrRl7IKAFwSId_
1vNM90
Learning Activity 18. Quiz
1. Identify what kind of curriculum design are utilized in the following descriptions?
Learning Situations of Curriculum Design Models Answer
1. Learners are problem-finder and solution-giver. Core design
2. Learning how to learn is observable among students. Child Centered
Design
3. Accumulation of knowledge is the primary importance in teaching. Subject Design
4. Differentiated instruction for different ability groups. Child Centered
Design
5. Lesson deals with finding solution to everyday problem. Life Situation
6. Teacher extends class because the children have not mastered the
lesson.
Broad field design

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7. Learning is focused on the experiences of the learners in the
different learning areas and environment.
Experience Design
8. Learning focuses on the development of the whole child and the
integration of thinking, feeling, and doing.
Humanistic Design
9. Learning is the construction of own knowledge based from
first-hand learning experiences.
Child Centered
Design
10. Students are encouraged to work together to find answers to their
learning tasks.
Life Situation

Educ 15 The Teacher and the School Curriculum

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