Activity 1

Name: Lee Claudine P. Bonifacio Date: 11/8/2020

Course and Section: BEED-4A Score: ____________________
Write your personal definition of curriculum. Discuss your definition. You will earn five
(5) points for your personal definition and five (5) points for your discussion. Write
clearly and avoid any erasures.
Deadline of submission: to be announced in the group chat.
Definition:

“Curriculum is the blueprint of educational program of the school

and the cornerstone of all education.”

Discussion:

It gives us guidance on planning and creating specific learning standards, lessons,

assignments, and materials used to organize and teach a particular course. It is considered as
the most vital part in education because it is the foundation of education. Curriculum is not a
textbook, nor the materials, videos and worksheets that help us instruct students,
rather, it is the knowledge and skills that students are expected to learn as they progress
through our school system. It is a total guided learning experiences designed to facilitate
learners learning for establishing quality relationship between what is learnt and what
operates outside the school.
 Activity 2
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________
Direction: You discuss the points of view of curriculum development using the
illustration below: You will earn five (5) points for your discussion and five (5) points
for your reflection. Write clearly and avoid any erasures.
Deadline of submission: to be announced in the group chat.

Discussion:

Traditional curriculum, the teachers still focuses on traditional way of

teaching. The strategies they used are old and common like the lecture
method and memorization. Teachers are also the sources of information and
authority. While in progressive curriculum, learning is a progression. It
develops the teachers to have new teaching strategies that can be very
useful in shaping learners holistically. Teachers also act as facilitators and
learners as active participants in the teaching learning process.

Reflection:

Students learn in various ways and this is the main goal of education, but how students are
taught is where it all starts to differ. Students in traditional schools, for example, learn
disciplines separately while those in progressive schools integrate them all together as a
connected whole. Students taught in the traditional approach are expected to learn as soon
as the information is given to them: the teacher is the central figure of the traditional
learning experience. In the progressive approach however, learning is something that
students themselves must experience through the guidance of their teachers and the
environment. There is no structured curriculum, tests, grades, and homework. Students
learn mostly through experiences, collaboration, and play. Basically, the main difference
between the two lies in where student learning is centered. Traditional schools focus on the
teacher and what they teach while progressive schools focus on the students and how they
can learn.
 Activity 3
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________
Direction: You list down five (5) examples of the different types of curriculum.
You will earn two (2) points for every correct example by filling out the table below. Write clearly and avoid
any erasures.
Deadline of submission: to be announced in the group chat.

Types of Examples
Curriculum

1. Recommended
Curriculum DEPED CHED DOST PAFTE BIOTA
(Department (Commission on (Department of (Phil. (Biology
of Education) Higher Science and Association Teacher
Education) technology) For Teacher Association)
Education)
2. Written
Curriculum BEC Written Written Written Planned
(Basic Lesson Syllabus Objectives Activities
Education Plan
Curriculum)

3. Taught
Curriculum Role Reporting Group Performance Activities
Playing Works

4.Supported
Curriculum Visual Playgrounds Books Technology Laboratory
Aids E.g
computers

5. Assessed
Curriculum Quiz Portfolio Recitation Essays Pen and
Paper
Test
6. Learned
Curriculum Knowledge Attitude Skills Behavior Actions

7. Hidden
Curriculum Teacher and Physical School Peer Mood
Student Condition Environment influence Of the
Interaction
Teacher
8. Null
Curriculum Exclusion Exclusion of Exclusion of Not Exclusion of
Of Darwin’s sex education some events explaining Other things
Evolution In some that happened A specific To be taught
theory in Bio countries in history subject

9. Phantom
Curriculum Radio Television Internet Social Smartphone
Browsing Media
Platforms
10.Concomittant
Curriculum Ethics Morals Social Values Behavioral
Experiences change
 Activity 4
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________
Direction: Show the historical development of the changes in the purposes, principles,
and content of the curriculum by means of a flow chart/diagram/drawing/illustration.
You will earn ten (10) points for this task. Write clearly and avoid any erasures.
Deadline of submission: to be announced in the group chat.

Pre-Spanish Period
 Informal education, no direct teaching, no formal method of instruction.
 Unplanned and unsystematic learning.

The Spanish Period

 Consisted of the 3Rs: Reading, Writing, Religion
 Curriculum Organization: Subject-based Organization
 Goals: Acceptance of Catholicism, Acceptance of Spanish Rule

The American Period

 Creation of public school system to train Filipinos after the American way of life
or to teach democracy as a way of life
 Primary curriculum consisted of three grades which provided body training and

The Curriculum during the Commonwealth

 Commonwealth Act 586, also known as educational Act of 1940, recognized the
elementary school system.
 Courses in farming, trade, business, domestic science.

The Japanese-devised Curriculum

 Included Nippongo in the curriculum
 Abolished English as medium of instruction and as a subject
 All textbooks were censored and revised

The Curriculum during the Liberation Period

 Promotion of equal educational opportunities for all
 Curricular content stressed:
Social orientation
Training for occupation
Promotion of democratic nation building
A new thrust on community development

The Curriculum during the Philippine Republic

 The aim of education is for national development
 Schools are increasingly using instructional materials that are Philippine-

The Curriculum during the New Society

 Curricular changes in elementary and secondary education
 Curricular emphases are: Moral values, Proper methods of teaching, retraining of
teachers, Vocational and technical education, Bilingualism, National
consciousness and Cultural values.

Present (1986-present)
 Education aimed to promote national development and values education
 Implementation of NESC-addressed to civic, intellectual, and character
development of the child, RBEC and K-12 curriculum.
 Activity 5 - Quiz
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________
I. Identification. Write the correct answer on the blank provided before each number.
No erasures allowed!
Recommended Curriculum 1. A type of curriculum which is proposed by scholars and
professional organizations.
Written Curriculum 2. A curriculum which appears in school, district, division,
or country documents.
Taught Curriculum 3. What teachers implement or deliver in the classrooms
and schools is what type of curriculum.
Supported Curriculum 4. Refers to resources-textbooks, computers, and
audiovisual materials which support and help in the
implementation of the curriculum.
Assessed Learned Curriculum 5. Which type of curriculum is tested and evaluated?
Learned Curriculum 6. What the students actually learn and what is measured
falls under what type of curriculum?
Hidden Curriculum 7. The unintended curriculum is also known as ___.
Concomitant Curriculum 8. Things that are learned at home. Those experiences that
are part of family’s experiences, or related experiences
sanctioned by the family.
Phantom Curriculum 9. The messages that are prevalent in and through
exposure to media are classified under what type of
curriculum?
Null Curriculum 10. Various contents that must not be taught to students,
according to Tanner and Tanner, 2007.
Department of Education 11. This agency is concerned about the needs of the basic
education department.
TESDA 12. It is involved in the development of the skills of the
students in preparation for self-sustainability through
technical and vocational education.
CHED 13. This agency supervises the tertiary or institutes of
higher learning in the country and prepares the students
for professional life.
R.A 10533 14. This law is also known as the K to 12 curriculum
which added two (2) years in the basic education and
aimed to make every Filipino a global learner.
Religion 15. With the coming of Spain in the Philippines, one “R”
was added in the curriculum, which stands for ___.
 Activity 5 - Quiz
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________
II. Multiple Choice. Write only the letter of your choice and write on the blank provided before
each number. No erasures allowed!

A 16. Which of the following is not a characteristic of the Pre-Spanish curriculum?

A. Formal education was introduced through interaction with other people.
B. No direct teaching, no formal method of instruction
C. Unplanned and unsystematic learning.
D. Education is for survival, conformity, and enculturation.
D 17. Curriculum goals during the Spanish period emphasized two of the following:
A. Acceptance of Catholicism, Acceptance of Spanish Rule
B. Parochial or Convent Schools, ungraded
C. dictation and individual memorization
D. Learner and subject-based organization
D 18. Reading materials during the Spanish period consisted of the following, except, one.
Which does not belong?
A. cartilla, B. Canon C. catecismo D. arithmetic
D 19. The method of instruction under the Spanish tutelage was more on__.
A. dictation C. direct intruction
B. individual memorization D. a & b
A 20. Schools during the Spanish period were described as __.
A. Parochial or Convent Schools, ungraded C. Subject-oriented
B. Student-oriented D. Religion inspired
B 21. The following were the curricular aims of the Spanish education in the country, except,
one. Which does not belong?
A. To teach young boys and girls to serve and love God
B. To be productive citizens of the country
C. discover what is good and proper for one’s self
D. enable an individual to get along well with society
D 22. Spanish-devised curriculum consisted of the 3Rs. Which does not belong?
A. reading B. writing C. religion D. ‘rithmetic
B 23. The curriculum during the American period created public school system to train
Filipinos after the American way of life, that is to:
A. love the passion for learning C. love for country
B. teach democracy as a way of life D. Inculcate patriotism
C 24. Reading materials during the American period were as follows, except, one. Which does
not belong?
A. American history C. nationalism
B. Development D. Discoveries and people
D 25. The American Primary curriculum consisted of three grades which provided __
A. body building and physical activities
B. consisted of subjects such as arithmetic, geography, science, and English.
C. teacher’s training curriculum appropriate for elementary mentors
D. body training and mental training
C 26. Intermediate curriculum during the Americans consisted of subjects such as, except,
one. Which does not belong?
A. Arithmetic C. Geodetic surveying
B. Geography D. Science and English
C 27. Collegiate Level included a teacher’s training curriculum appropriate for elementary
mentors to replace the ___, during the American period.
A. Filipino soldiers C. Thomasites
B. American soldiers D. Spanish authorities

D 28. The courses offerings during the Commonwealth were more on:
A. Farming C. domestic science
B. Trade and business D. All
 Activity 5 - Quiz
Name: Lee Claudine P. Bonifacio Date: 11/8/2020
Course and Section: BEED-4A Score: ____________________

A 29. The curriculum for the training of elementary teachers during the Commonwealth was
expanded and elevated by the Bureau of Education from the secondary normal schools
to the ___.
A. collegiate level C. technical and vocational
B. higher learning D. All
A 30. Commonwealth Act 586, also known as educational Act of 1940, recognized the __.
A. elementary school system C. Grade VII offering
B. collegiate normal schools (1939) D. double single-session
A 31. The Grade VII level, during the Commonwealth was eliminated to give way for the
provision of the __.
A. double single-session
B. collegiate normal schools operation in 1939
C. offering of farming, trade, business, domestic science.
D. expansion and reform of the Philippine curriculum
A 32. The Japanese-devised curricular content centered on __.
A. Included Nippongo in the curriculum
B. Abolished English as medium of instruction and as a subject
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
B 33. The Japanese-devised curriculum put strong training emphasis on:
A. English as medium of instruction and as a subject
B. vocational, technical, agriculture
C. values rooted for the love of labor
D. Teaching physical education and singing Japanese songs
D 34. The double-single session was abolished during the __
A. American period C. Japanese period
B. Spanish period D. Liberation Period
A______35. Curriculum during the Liberation period was developed and based on the
characteristics and needs of the __
A. Filipino children C. American children
B. Illustrados D. Affluent Filipinos
B 36. Curriculum during the Liberation period can be described as still __.
A. Learner-centered C. objectives-centered
B. Subject-centered D. goals-oriented
D 37. Curricular content during the Liberation period, stressed on:
A. Social orientation and Training for occupation
B. Promotion of democratic nation building
C. A new thrust on community development
D. All
D 38. Curriculum during the Liberation period, strongly promoted:
A. Restoration of Grade VII
B. Abolishment of the double-single session
C. The characteristics and needs of the Filipino children.
D. equal educational opportunities for all
D 39. What is the primary aim of the curriculum during the Philippine Republic?
A. Abolishment of the double-single session
B. The characteristics and needs of the Filipino children.
C. equal educational opportunities for all
D. national development
A 40. DECS Order No. 6 s. 1998, issued by former Education Sec. Lourdes Quisumbing
strengthens the __ New Elementary School Curriculum (NESC) launched in SY 1989-
1990 under the Program for Decentralized Educational Development (PRODED) and
Secondary Educational Development Program (SEDP).
A. teaching of values C. promoting national development
B. Implementing NESC and RBEC D. Implementing K-12 Curriculum