Don Mariano Marcos Memorial State University

SOUTH LA UNION CAMPUS

Agoo La Union

THE TEACHER
AND THE SCHOOL CURRICULUM

DENNIS M. UYCHOCO
1st Sem 2020

1
 Course Outline

 COURSE DESCRIPTION

This course includes the study of the fundamental research-based

concepts and principles in curriculum and curriculum development as a
foundation to engage prospective teachers as curricularists. It also focuses on
the more active role of the teacher in planning a developmentally-sequenced
teaching-learning process; identifying constructively aligned learning outcomes
and competencies; contextualizing, localizing, and indigenizing curricula;
implementing relevant and responsive learning programs; and evaluating the
curriculum towards its improvement. The teachers’ individual, collegial, and
collaborative roles in managing school curriculum change vis-a-vis various
contexts of teaching- learning, curricular requirements and curricular reforms
shall be given emphasis.

OBJECTIVES

At the end of the course, the pre-service teachers should be able to:

1. Demonstrate research-based knowledge of the concepts, theories, and

principles in curriculum and curriculum development within and/or across curriculum
teaching areas;

2. Demonstrate skills in designing and developing constructively aligned and

developmentally sequenced learning programs, experiences, and instructional
processes consistent with curricular needs;

3. Demonstrate knowledge in implementing contextualized learning programs and

/or instructional plans that are relevant and responsive to the needs of diverse
learners;

4. Demonstrate knowledge of teaching strategies that are inclusive of learners

from indigenous groups;

5. Demonstrate skills in the selection and use of tools appropriate for monitoring,
critiquing and assessing instructional plans; and seek advice concerning strategies
that can enrich teaching practice.
R COURSE REQUIREMENTS

Major Examinations
Midterm Examinations
Final Examinations

Formative Tests
Quizzes
Unit Tests

Output per Lesson or Unit Topic

Reflective journals
Portfolio

 GRADING SYSTEM
Performance in all evaluation procedures
Accomplished Required Module Activities/Tasks - 40%
Read selected course-relevant articles capped
with written reflective journals

Timeliness in submitting course requirements - 20%

Overall attitude toward the course proceedings
Quality of submitted outputs

Midterm/Final Examination - 40%

Total 100%

 COURSE CONTENT

Module I Nature of the Curriculum

Lesson 1 The National Curriculum

Lesson 2 Definition of Curriculum &

Curriculum Development

Lesson 3 Major Curriculum Concepts

 Module II Foundations of Curriculum
Lesson Philosophical Foundations
1
Psychological Foundations
Lesson
2

Lesson 3 Historical Foundations

Lesson 4 Sociological Foundations

Lesson 5 Legal Foundations

 REFERENCES

Aquino, G. (1998) Curriculum Planning for Better Schools. 2nd Edition, Rex Printing Co.
Inc. Philippines

Anderson W. Lorin (1989) The Effective Teacher: Study Guide and Reading.
International Ed. McGraw Hill, New York

Bilbao, P;Lucido, P., et al. (2008) Curriculum Development. Lorimar Publishing, Inc,
Philippines

Bilbao, P.; Corpuz, B.; et al (2006) The Teaching Profession. Lorimar Publishing, Inc.
Philippines

Cooper, J., Eds. Classroom Teaching Skills. 6th Eds. Houghton Mifflin Company, New
York

Doll, Ronald (1996) Curriculum Development: Decision Making and Process. 9th Ed.
Simon & Schuster Company, Ma

Gronlund, Norman (1981) Measurement and Evaluation in Teaching. 4th Ed. Macmillan
Publishing Co. Inc. New York

Kelley, A. V. (1999) The Curriculum Theory and Practice. 4th Ed Sage Publishing Co.
London.
Lardizabal, A., Bustos, A., et al. (1991) Principles and Methods of Teaching. Phoenix
Publishing. Philippines

K. Kranthi. (2017). Curriculum Development. IOSR Journal Of Humanities And Social

Science (IOSR-JHSS) Volume 22, Issue 2, Ver. III (Feb. 2017) PP 01-05 e-
ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org

Morris, Lynn Lyons, Fitz-Gibbon, Carol, & Lindheim, Elaine. (1987) How to Measure
Performance and Use Tests. Sage Publication, Cal

Ornstein, Allan and Hunkins, Francis (2004) Curriculum Foundations, Principles and
Issues. 4th Ed. Pearson Foundation

Posner, George J. (1994) Course Design: A Guide to Curriculum Development for

Teachers. 4th Ed. Longman, New York

Reyes, Emerita, Ed.D., Erlinda Dizon, Ed.D. , and Danilo K. Villena, Ph.D. (2015).
Curriculum Development. Adriana Publishing Co. Inc. Manila.

Salandanan, Gloria (2000) Teaching Approaches & Strategies. Katha Publishing,

Philippines

Stecher, Brian and Alan Davis (1987) How to Focus on Evaluation. Sage, New York

Wiggins, Grant and Jay Mactighe (2005) Understanding by Design Expanded 2nd Ed.
Merill Prentice Hall. New Jersey

CMO No. 4, s. 2004. “The New Teacher Education Program.”

CMO No. 52. s. 2007. “Revised Policies and Standards for Undergraduate Teacher
Education Curriculum”

DepEd Memo 74.s. 2010 MTB-MLE

DepEd Order # 31, s. 2012. POLICY GUIDELINES ON THE IMPLEMENTATION OF

GRADES 1 TO 10 OF THE K TO 12 BASIC EDUCATION CURRICULUM (BEC)
EFFECTIVE SCHOOL YEAR 2012 – 2013.
 THE TEACHER
AND THE SCHOOL CURRICULUM

DENNIS M. UYCHOCO
1st Sem 2020
 Module I
Nature of a Curriculum:
an Overview

Lesson 1 The National Curriculum:

Lesson 2 Definition of Curriculum & Curriculum

Development

Lesson 3 Major Curriculum

Concepts
 MODULE I
Nature of the Curriculum

 INTRODUCTION

MODULE 1 in this course is composed of three (3) overview topics: 1. A Typical

National Curriculum; 2. Definition of Curriculum and Curriculum Development; and 3.
Major Curriculum Concepts. Topic 1 will bring you in the midst of things as it will present
briefly the state of the national curriculum (pre-pandemic). Topic 2 presents the various
thoughts and perspectives regarding a curriculum. Topic 3 presents the enduring
concepts behind the crafting of a school curriculum. Overall, these are great openers
that will make you see and take a broad understanding of the innate complexity of a
curriculum. Lastly, it will provide initial inputs as you prepare to assume the role of a
day- to-day curriculum designer, implementer, and evaluator. Each of these lessons is
capped with brief personal essays as outputs.

OBJECTIVES
Given the reading texts and tasks to work on for a period of three (3) weeks and
with a twice a week meeting with your instructor, you must be able to do the following
with ;;at least moderate competence:

1. describe what a curriculum does in the context of nationhood;

2. illustrate graphically the role of curriculum within the broad spectrum of
national development;
3. define curriculum etymologically and pragmatically;
4. name the various types of curriculum and describe each very briefly;
5. describe curriculum as a development process;
6. describe curriculum as a system.
7. idealize a curriculum that fits best the Filipino learner in an essay of around
750 words.
  Lesson 1 A Look At A National Curriculum

Initially, Lesson 1 will make you simply take a look at a curriculum as you have
been experiencing it. You have been a student for many years under the Philippine
education system but for sure have not had a chance to study the curriculum that runs
it.

This topic will bring you in the midst of things. Perhaps for the first time, this will
allow you to see how a curriculum works in an educational system and what it does to
nation-building, which is quite important to note and be aware of. One of the activities
will make you walk down memory lane to recall what you have been doing as a student
under the old curriculum, and even under the new one. It will also present a glimpse of
its relevance in the context of local, regional, and national development.

 Task 1. Test your knowledge.

Directions. Write Yes if you agree on each of the following statements; No if you
don’t, and Uncertain if you are not sure, on the blank provided
before each item.

1. The state supports education for all.

2. The state promotes the right of all citizens to quality education.
3. A curriculum provides flesh and blood to an educational system.
4. Our curriculum derives mandate from the Philippine education
system.
5. Our curriculum supports and addresses the nation’s economic agenda.
6. The Philippine Constitution supports our educational system.
7. Our curriculum depicts our culture, values and aspirations as a nation.
8. A curriculum usually undergoes reviews and revisions.
9. An effective curriculum promotes sustainable development.
10. Curriculum development is a dynamic process.

Learning Text 1. The following text is an excerpt an article from an

international publication. Read it and find time to ponder on the following
questions:

What is the role of education/ curriculum in the society?

Why is a national curriculum important?
What are considered hallmarks of a national curriculum?
What must be the ultimate aims of a national curriculum?
Should the schools’ curriculum reflect the national curriculum?
 The National Curriculum
and the School Curriculum

The National Curriculum includes the global dimension in both the overarching
statement about the values, purposes and aims of the curriculum and within specific
subjects.

The values and purposes of the National Curriculum state: “Education

influences and reflects the values of society, and the kind of society we want to
be… Education is… a route to equality of opportunity for all, a healthy and just
democracy, a productive economy, and sustainable development. Education
should reflect the enduring values that contribute to these ends.

These include valuing ... the wider groups to which we belong, the
diversity in our society and the environment in which we live… education must
enable us to respond positively to the opportunities and challenges of the rapidly
changing world in which we live and work ... we need to be prepared to engage as
individuals, parents, workers and citizens with economic, social and cultural
change, including the continued globalization of the economy and society, with
new work and leisure patterns and with the rapid expansion of communication
technologies.”

Aim 1 of the National Curriculum is “The school curriculum should aim to

provide opportunities for all pupils to learn and to achieve.” It states that “The
school curriculum should contribute to the development of pupils’ sense of identity through
knowledge and understanding of the spiritual, moral, social and cultural heritages of a
diverse society and of the local, national, and global dimensions of their lives.”

Aim 2 is “The school curriculum should aim to promote pupils’ spiritual,

moral, social and cultural development and prepare all pupils for the
opportunities, responsibilities and experiences of life.” It states “The school
curriculum… should develop their knowledge, understanding and appreciation of their own
and different beliefs and cultures, and how these influence individuals and societies. The
school curriculum should pass on enduring values, develop pupils’ integrity and autonomy
and help them to be responsible and caring citizens capable of contributing to the development
of a just society. It should promote equal opportunities and enable pupils to challenge
discrimination and stereotyping. It should... secure their commitment to sustainable
development at a personal, national and global level.”

The ultimate end of these AIMS, therefore, is the formation of A

CURRICULUM that promotes EDUCATION FOR SUSTAINABLE DEVELOPMENT.

What does sustainable development mean?

Very concisely, the World Commission on Environment and Development
defines sustainable development as “meeting the needs of the present generation
without compromising the ability of the future generations to meet their own
needs”. The application, however must be rooted in the context of national
realities and aspirations.

How well did you understand the text?

 Task 2. Look into the major points.

Now that you have read the text, take time to take the gist of it by filling out the
table below. The first statements are given.

What a 1. statement of values

curriculum
includes 2.

3.

What the 1. influences and reflects the values of society

school
curriculum 2.
does
3.

What we 1. the wider groups to which we belong

value as a
nation 2.

3.

The two (2) Aim 1.

big Aims of a
Curriculum
Aim 2.

Sustainable development means …

What
“sustainable
development”
means
 Task 3. Look into the details.

1. In Aim 1, what specific knowledge must be included in the curriculum to

develop pupils’ sense of identity?

a. Spiritual

b.

c.

d.

e.

2. Go back to the text and find details to complete the graphics below to illustrate
Aim 2 of the national curriculum. You may add more details as you think
appropriate. One is already given.

Beliefs and cultures

School Curriculum
 Task 4. Find some Application.

Activity A. You were once a student in basic education. Cite learning content
or subject areas in the secondary curriculum that seek to attain the two (2) aims
of the national curriculum. Fill out the table below; examples are given.

Typical subject areas in the basic Typical subject areas in the basic
education that accomplish Aim 1 education that accomplish Aim 2
1. Social Studies 1. General Science

2. 2.

3. 3.

4. 4.

5. 5.

Others, including student co- / extra Others, including student co- / extra
curricular activities curricular activities
1. Buwan ng Wikang Pambansa 1. Boy/Girl Scouting Activities
celebration
2. 3.

4. 4.

5. 5.

Activity B. Make a list of the things, practices, ideals, or principles that we value
as a nation and which serve as inputs in formulating a national curriculum. Cite a
specific basic education subject where these can be taught.

National Values Basic Education Subject

Example:
1. Filipinos give much value on freedom Social Studies / History / Literature
and independence.
2.

3.
4.

5.

 Task 5. Give your insights

What insights have you gained from topic 1? Choose 1 from the following
points and construct a graphic representation of it. Then, describe it in a brief
paragraph of not more than seven (7) sentences. Generate your ideas based on
the reading text. Use the spaces provided below.

The role of education/ curriculum in the society

The importance of a national curriculum
The hallmarks of a national curriculum
The ultimate aims of a national curriculum
The schools’ curriculum reflect the national curriculum

A. Draw your graphical representation here.

 Title

B. Write the description of your graphics here.

Lesson 1 ends here.

Well done! Congratulations,
You made a good start.
Keep going!

Life is a curriculum; experiences are our teachers; the world is our classroom.
  Definition of Curriculum and Curriculum Development
Lesson 2

In Lesson 1, you were brought in the midst of things, and you might have been
confounded a bit. But that is just all right, in fact that is the best way to give you an
overview of the course: you have to be brought so close to reality and get to know
exactly what we will be talking about in this course for one semester! Though you might
still be in the midst of confusion, the next lesson will clarify your thoughts further and
enhance your perspective regarding a “curriculum”.

Our next objective is to define curriculum and curriculum as a development

process and much later, get to know why it is considered a system. This leaves us
three key terms to define: curriculum, development, and system.

 Task 1. Test Your Knowledge

Directions. Write Yes if you agree on each of the following statements; No if you
don’t, and Uncertain if you are not sure, on the blank provided before each item.

1. A curriculum is considered the heart of any learning institution.

2. A school’s curriculum is usually a boundless and limitless array of learning
areas in distinct and separate academic programs.
3. A school can exist and operate even in the absence of curricula.
4. Curricula are determined in some way by the schools’ Vision, Mission, Goals,
and Objectives.
5. Curricula provide direction and locus of control to any learning institution.
6. Development is an integral component of any curricula.
7. Developments in the schools’ curricula are usually one-time big-time
activities.
8. The core aim of development in the schools’ curricula is to induce change.
9. Any change brings about all kinds of development.
10. Curriculum development is concerned with the drawing up of plans for
teaching activities.

Learning Text 2. The following text is an adaptation with some minor

modifications. Read it and make notes to answer the following questions much later:

What is the meaning of “Curriculum”?

What is curriculum development and why is it considered a system?
 The Meaning of Curriculum

You must have come across the meaning of ‘curriculum’ but this one may
perhaps be the most common. Etymologically, the term curriculum is derived from the
Latin root word, “currere,” which means “to run”; in fact, to run a race.

In educational usage, curriculum means the “course of the race”. In time, it

came to stand for the “course of study.” Currently, curriculum could have various
meanings for different people on how it is used.

What Curriculum is not.

The course of study is not just a guide, an outline that serves as a guide for the
teacher’s planning and executing the curriculum. Curriculum is not a mere list of subject
areas either in the basic or tertiary education. Curriculum does not represent the
minimum requirements for each subject area. Curriculum is not textbook-based and the
curriculum should not be formulated based largely or solely on textbooks.

For Curriculum Development System (CDS) curriculum shall be taken to mean:

“The sum of all learning content, experiences and resources that are purposely
selected, organized, and implemented by the school in pursuit of its peculiar mandate
as a distinct institution of learning and human development.”

Curriculum therefore answers both the WHAT and the HOW of human formation.

Curriculum may further be restricted to a narrower perspective and limits

curriculum to mean ‘the selected and structured learning content and experiences for
which the school is willing to accept responsibility.

This is in keeping with the whole concept of school accountability. This means,
the school is accountable only for those aspects of the development of the young
specified in its mandate or mission.

A school’s accountability boils down to two important questions:

1. Is the school doing what it says it ought to do?

2. How well is it doing what it is supposed to do?

The curriculum is the school’s locus of control. Lacking this control mechanism,
the school is aimless, loses its identity, and operates with uncertain purpose and
direction.
 Task 2. Look into the major points.
Activity A. Brainstorm. A ‘course of study’ may, in some way, likened to a
course of a race? Why is this so?

The table below shows analogies between them. Notice some characteristics or
ideas that relate to each. This will help you generate ideas that will make you
understand the nature of a curriculum that may be useful inputs for future discussions.

Add one (1) extra analogy in the table below for an extra 10 points!

Points Course of a Race Course of Study Do you …

of Analogy (Running event) (Curriculum) Agree? Or Disagree?
Starts at a starting Starts upon registration
Duration line and ends at a and ends at graduation
finish line from a course
Follows a prescribed
Follows a definite
Track order of course
lane, route or path
offerings
Philosophies,
Racing rules govern principles, theories,
Governance
the entire race and laws provide bases
for the course offerings
Uses teaching/learning
Uses gadgets and
Paraphernalia tools, instruments,
other running outfits equipment
Tests measure the
Hurdles measure
presence of learning,
Obstacles the stamina and
wit and wisdom among
strength of runners students.
Race may be short
Courses may be long
distances (as in
term (say 4 - 5 years)
Coverage sprint) or long
or short term (say 2
distances (as in a
weeks to 3 weeks).
marathon)
 Activity B. Choose one item used in the analogy and tell very briefly (3
sentences only) why you agree or disagree on the comparison made. Give an
illustrative example if needed. Use the space below.

Learning Text 3. Explore and dig deeper into other definitions of “Curriculum”

Experts in the field define curriculum in many a different ways. Among us

educators, education leaders, and candidates to the teaching profession, the way we
view curriculum reflects our approach to it. Ornstein and Hunkins define curriculum in
five different ways.

Basically, curriculum can be defined as a plan for achieving goals. This is

the linear view of curriculum as espoused by Tyler and Taba. The plan involves a
sequence of steps and most behavioral and some managerial systems people today
agree with this. For instance; J. Galen Saylor defines curriculum as “a plan for providing
sets of learning opportunities for persons to be educated”. David Pratt writes,
“curriculum is an organized set of formal education and training intentions.” Jon Wiles
and Joseph Bondi view curriculum as “a four-pronged plan involving purpose, design,
implementation, and assessment.”

Second, curriculum can be defined broadly, as dealing with the learner’s

experiences. Given this definition, almost anything planned in or outside of
school is part of the curriculum. This is deeply rooted in Dewey’s definition of
experience and education and in Hollis Caswell and Doak Campbell’s view perspective
of curriculum as “all the experiences children have under the guidance of teachers.”
Humanistic curricularists and elementary school curricularists subscribe to this
definition. Gene Shephard and William Ragan state, “The curriculum consists of the
ongoing experiences of children under the guidance of the school.” It presents “a
special environment . . . for helping children achieve self-realization through active
participation within the school.” Elliot Eisner describes the curriculum as a ‘program”
that a school offers to its students,” a “planned series of educational hurdles and an
entire range of experiences a child has within the school.” view curriculum as all the
“experiences in the classroom that are planned and enacted.”

A less popular definition states that, “curriculum is a system for dealing

with people. The system can be linear or nonlinear. A linear system plots out the
means to a desired end. In contrast, a nonlinear system permits the curriculum
specialists to enter at various points of the model, skip parts, reverse order, and work on
more than one component at a time. Many managerial and systems curricularists adapt
to this definition.
 Still another definition states, “curriculum is a field of study with its own
foundations, knowledge domains, research, theory, principles, and specialists.
Those who adopt this definition tend to discuss curriculum in theoretical rather than
practical terms. They are concerned with broad historical, philosophical, or social
issues. Academicians often subscribe to this view of curriculum (as William Reid,
Schubert, and the Tanners).

Finally, curriculum can be defined in terms of subject matter (math,

science, English, history, and so on) or content (the way we organize and
assimilate information). We can also talk about subject matter or content in terms of
grade levels. People who adapt to this definition emphasize the facts and concepts of
particular areas.

 Task 3 Look into details

Activity A. Based on Learning Text 3, How do the following curriculum experts
view curriculum? Give a brief account of their views by filling the table below. An
example has been done for you.

Curricularist View of Curriculum

Ralph Tyler & Hilda Taba Plan for achieving goals
J. Galen Saylor
David Pratt
Jon Wiles and Joseph Bondi
John Dewey
Hollis Caswell and Doak Campbell
Gene Shephard and William Ragan
Elliot Eisnert
Collin Marsh and George Willis
William Reid, et al.

Activity B. Cite the key word that controls each of the five definitions. Number 1
has been done for you.

Definition 1. The key word is PLAN.

Definition 2.
Definition 3.
Definition 4.
Definition 5.
 Activity C. In a NUTSHELL create a working definition of “curriculum” using
the key words you cited above. (Of course, you need some other function words
to put them together. Example. A curriculum may be defined as …)

Learning Text 3. Read the following article downloaded from the net.

Why is curriculum a dynamic process?

How do schools’ curricula bring development in the society?

The Meaning and Importance of Curriculum Development

Alvior, Mary G., December 13, 2014
This article simply defines curriculum development, and its importance in school, country,
and society, in general.

Before I discuss the definition of curriculum development, let me describe to you

first the importance of curriculum. A curriculum is considered the “heart” of any learning
institution which means that schools or universities cannot exist without a curriculum.
With its importance in formal education, the curriculum has become a dynamic process
due to the changes that occur in our society. Therefore, in its broadest sense,
curriculum refers to the “total learning experiences of individuals not only in school but
society as well” (Bilbao et al., 2008).

Definition of Curriculum Development

Curriculum development is defined as planned, purposeful, progressive, and

systematic process to create positive improvements in the educational system. Every
time there are changes or developments happening around the world, the school
curricula are affected. There is a need to update them to address the society’s needs.

To illustrate this contention, let’s trace back history.

During the ancient times, people taught their children knowledge and skills to
survive by catching fish or hunting animals for food. They had no formal education
during that time, but their children learned and acquired the knowledge and skills for
survival. So, during that time, they already had a curriculum that other educators call as,
the saber-
tooth curriculum. This type of curriculum refers to a kind of curriculum that existed during
the ancient times in which the purpose of teaching was for survival.

However, when the effects of discoveries and inventions became inevitable,

ancient people’s way of life had changed for the better. As a result, education became
formal, and curriculum development evolved as systematic, planned, purposeful and
progressive, even today.

Importance of Curriculum Development

Curriculum development has a broad scope because it is not only about the
school, the learners, and the teachers. It is also about the development of society in
general.

In today’s knowledge economy, curriculum development plays a vital role in

improving the economy of a country. It also provides answers or solutions to the world’s
pressing conditions and problems, such as environment, politics, socio-economics, and
other issues of poverty, climate change, and sustainable development.

There must be a chain of developmental process to develop a society. First, the

school curriculum, particularly in higher education, must be developed to preserve the
country’s national identity and to ensure its economy’s growth and stability. Thus, the
president of a country must have a clear vision for his people and the country as well.

For instance, in the Philippines, if President Aquino would like the country to
become the Asia-Pacific’s tourism hub, then the school curriculum must be developed
along that line. Curricular programs for higher education can be crafted in such a way
that it will boost the tourism industry. For example, different models may arise such as
edu- tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism, techno-tourism,
agri- tourism, archi-tourism, among others.

If universities have curricular programs that are innovative and in demand in the
local or global markets, many students even from foreign countries will enroll. A higher
number of enrollees would mean income on the part of the universities. As a result, if
the income is big, it can be used for teachers’ promotion, scholarship, and
remuneration. It can also be used in funding research and development endeavors, and
in putting up school facilities, libraries, and laboratories.

I believe that the country’s economy can improve the people’s way of life through
curriculum development. And to develop it, curriculum experts or specialists should
work hand in hand with lawmakers such as senators and congressmen, the local
government officials, governors, mayors, among others. Likewise, business
communities and industries, and other economically oriented players in society may be
engaged in setting and implementing rules and policies for educational reforms.

Hence, curriculum development matters a lot in setting the direction of change in

an organization, not only at the micro but also at macro levels. As long as the goals and
objectives of curriculum development are clear in the planner’s mind, cutting-edge
achievements in various concerns can be realized.

Activity D. Based on the article, development connotes change; but not all
change results in development. Cite the requisites of change such that it will
result in development.

1.
2.
3.
4.
Activity E. Cite at least three (3) importance of curriculum development based
on the article. An example is given.

1. Curriculum development plays a vital role in improving the economy

of a country.
2.

3.

4.

 Task 4. Find some Application.

Activity A. Cite the “battle cry” of each of the following past Philippine
Presidents that paved the way for Philippine Education Reforms through
curriculum changes, revisions, or innovations. You may search the internet
for responses. An example is already given.

Battle Cry for Social

Example of Key Curricular
Philippine President Change through
Curricular Reforms Reform
Strengthening of the
“Sa Ikauunlad ng inclusion of Good
Ferdinand E. Marcos
Bayan, Disiplina ang Manners and
Kailangan” Right
Conduct or (GMRC) as a
 subject in basic education
curriculum.

Corazon C. Aquino

Fidel V. Ramos

Joseph E. Estrada

Gloria M. Arroyo

Benigno C. Aquino III

Activity B. Cite at least three (3) innovations introduced in the Basic Education
(K to 12) Curriculum and identify at least one good thing it has brought to you as
a Filipino learner in the 21st century. An example is given for you.

Curriculum Innovation Advantages

Students’ learning is measured in
Generally, the curriculum has become
terms of their ability to apply in real-life
performance-based.
situations what they learn in school.

1.

2.

3.

Activity C. The world is in the midst of pandemic due to Covid -19 which has
brought havoc to world economies and human lives, including education, more
particularly threatening the normal implementation of its curriculum. As a student
caught in a crisis like this, what issues or problems are you encountering and
what
are the perceived curricular changes that must be or have been implemented to
solve or lighten their effects?

Fill out the table below. An example has been given.

Perceived Problems / Issues in the Perceived changes in the

Curriculum implementation due to a curriculum implementation to
pandemic arrest the effects of the pandemic
Example: Traditional classroom Online classes are
sessions are suspended due to considered a possible
the high risk of virus
modality.
transmission.
1.

2.

3.

4.

5.

 Task 5. Give your insights

Activity A. Good Manners and Right Conduct (GMRC) has long been
removed from the Basic Education Curriculum. Very recently, there are
proposals from some sectors, stakeholders, curriculum reviewers and experts
that it must be included in the curriculum again.

Applying the concept of curriculum development, do you think there is

enough reason to review the curriculum to justify the need for the subject? Why
do you think the subject is important for national development?

Expound on the topic in no less than 500 but not more than 750 words.
Use the space below provided
 Your response here.

Activity B. You have been a product of the K to 12 Basic Education Curriculum.

One of the good features of the curriculum is the On-the-job-training (OJT) or
emersion of senior high school students into the actual field of work in their
chosen career tracks.

Choose one from these two tasks and respond to it in the space provided below.

1. Did you find the OJT useful and relevant? Why? Why not?
If not, what do you suggest as a better alternative?

2. Cite at least three (3) good things you gained from your OJT and
three (3) not so nice experiences, (if any). Tell something about them.
 Your response here.

Activity C. Synthesize what you have learned.

Do you know what a Word Cloud is? a word cloud is “an image composed
of words used in a particular text or subject, in which the size of each word indicates its
frequency or importance.” That means, the more often a specific word appears in your
text, the bigger and bolder it appears in your word cloud. Examine the example of a
word cloud below.
 In your analysis, what do you think is the central topic that is carried by the word
cloud above? What word is written the biggest? What comes next as bigger words?
What are the smallest words written? Give your educated guess below for an extra 10
points.

I guess, the word cloud above describes

_D _ __ T __N

On the space below, draw up an outline of an object that you can associate the
word CURRICULUM with. Then, fill out the outline of that object with a WORD CLOUD
that will make you remember the meaning of CURRICULUM by using any of the words
you have met in lessons 1 and 2. Example of objects may be: APPLE, PENCIL,
BOOK, OIL LAMP, LIGHTED TORCH, ETC.

Lesson 2 ends here.

Well done! Congratulations,

Keep up the good work
Keep going!

Education is what remains after one has

forgotten what one has learned in school
---- Albert Einstein