COLLEGE OF TEACHER

EDUCATION
BACHELOR OF PHYSICAL
EDUCATION

Major 11:
CURRICULUM AND
ASSESSMENT
for
PHYSICAL EDUCATION
and
HEALTH EDUCATION

BENJAMIN A. RACELES, MAPE

Instructor
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OVERVIEW
Covers the basic understanding of the K-12 Physical Education and health Education curriculum. It
covers the analysis of K-12 Physical Education and health Education curriculum and explores the different
curriculum models of PE and Health. Assessment in the K-12 PE and Health is expected is expected at the
end of the course. Curriculum and assessment analysis in the K-12 PE and Health is expected at the end of
the course

General Objectives

At the end of the semester, the students will be able to:

 Demonstrate an understanding of curriculum development;
 Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning
environments;
 Use appropriate assessments in, as and for student learning;
 Demonstrate an understanding of supportive learning environment through active participation;
 Demonstrate awareness of existing laws and regulations that apply to the teaching profession.

UNIT 1
- OVERVIEW OF THE CURRICULUM -

Lesson 1: Definition of Curriculum

Lesson 2: Types of Curriculum

Lesson 3: Major Foundations of Curriculum

Lesson 4: Curriculum Foundations

Lesson 5: Curriculum Concept

Lesson 6: Elements of Curriculum

Lesson 7: Curriculum Sources and Influence

Lesson 8: Curriculum Design

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DEFINITION OF
CURRICULUM

LEARNING OUTCOMES

At the end of the unit, the students should have:

 Demonstrated an understanding of curriculum development;

La
 Demonstrated knowledge of policies, guidelines and procedures that provide
safe and secure learning environments;
 Articulated a personal philosophy of teaching that is learner-centered;

DISCUSSION

HOW DO WE DEFINE CURRICULUM?

According to Bandi & Wales (2005), the most common definition derived from the
word Latin root, “curere” which means “race course.”

Bandi & Wales (2005) also stated that “for many students, the school curriculum
is a race to be run, a series of obstacles or hurdles (subjects) to be passed.”

Curriculum is a standards-based sequence of planned experiences where students

practice and achieve proficiency in content and applied learning skills. Curriculum is the
central guide for all educators as to what is essential for teaching and learning, so that
every student has access to rigorous academic experiences. The structure, organization,
and considerations in a curriculum are created in order to enhance student learning and
facilitate instruction.

Curriculum must include the necessary goals, methods, materials and

assessments to effectively support instruction and learning.

 Goals

Goals within a curriculum are the standards-based benchmarks or expectations

for teaching and learning. Most often, goals are made explicit in the form of a scope and
sequence of skills to be addressed. Goals must include the breadth and depth to which
a student is expected to learn.

 Methods
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Methods are the instructional decisions, approaches, procedures, and routines

that teachers use to engage all students in meaningful learning. These choices support
the facilitation of learning experiences in order to promote a student’s ability to
understand and apply content and skills. Methods are differentiated to meet student
needs and interests, task demands, and learning environment. Methods are adjusted
based on ongoing review of student progress towards meeting the goals.

 Materials

Materials are the tools selected to implement methods and achieve the goals of
the curriculum. Materials are intentionally chosen to support a student's learning.
Material choices reflect student interest, cultural diversity, world perspectives, and
address all types of diverse learners.

 Assessment

Assessment in a curriculum is the ongoing process of gathering information about

a student’s learning. This includes a variety of ways to document what the student
knows, understands, and can do with their knowledge and skills. Information from
assessment is used to make decisions about instructional approaches, teaching
materials, and academic supports needed to enhance opportunities for the student and
to guide future instruction.

Curriculum as a Discipline

Curriculum as a discipline is a subject of study, and on the Graduate level of

Higher Education a major field of study.

Curriculum as Teacher work

 Time and Resources

Schedule with Planning Time
 Authority to make curricular decisions
Teacher as expert
 Curriculum analysis
Teacher as researcher

TYPES OF CURRICULUM
Since curriculum reflects the models of instructional delivery chosen and used,
some might indicate that curriculum could be categorized according to the common
psychological classifications of the four families of learning theories “Social,
Information Processing, Personalist, and Behavioral.” Longstreet and Shane have
dubbed divisions in curricular orientations as: child-centered, society-centered,
knowledge-centered, or eclectic.

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Allan Grathon (2000), as cited by Bilbao et al. (2008), describes the seven types of
the curriculum in the following section.

1. RECOMMENDED CURRICULUM

For example, in the Philippines, the curriculum being implemented by the

Department of Education (DepEd) or the Commission on Higher Education (CHEd) is an
example of a recommended curriculum. In some cases, a law-making body like the
congress and the senate, or a university or a school can recommend a subject, a course,
or any academic program deemed necessary for national identity and security, for
environmental protection and sustainable development, among others.

2. WRITTEN CURRICULUM

The written curriculum refers to a lesson plan or syllabus written by teachers.

Another example is the one written by curriculum experts with the help of subject
teachers. This kind of written curriculum needs to be pilot tested or tried out in sample
schools to determine its effectiveness.

Examples of Written Curriculum are:

 The Kindergarten Curriculum Standards

 The K-12 Curriculum
 CHED Memorandum Order No. 20, of 2013 (for General Education)
 TESDA Modules and Competencies

3. TAUGHT CURRICULUM

This is about the implementation of the written curriculum. Whatever is being

taught or an activity being done in the classroom is a taught curriculum. So, when
teachers give a lecture, initiate group work, or ask students to do a laboratory
experiment with their guidance, the taught curriculum is demonstrated. This
curriculum contains different teaching styles and learning styles to address the
students’ needs and interests.

4. SUPPORTED CURRICULUM

The supported curriculum is about the implementation of the written

curriculum. Whatever is being taught or activity being done in the classroom is a
taught curriculum. So, when teachers give a lecture, initiate group work, or ask
students to do a laboratory experiment with their guidance, the taught curriculum is
demonstrated. This curriculum contains different teaching styles and learning styles to
address the students’ needs and interests.

5. ASSESSED CURRICULUM

When students take a quiz or the mid-term and final exams, these
evaluations are the so-called assessed curriculum. Teachers may use the pencil
and paper tests and authentic assessments like portfolio and performance-based
assessments to know if the students are progressing or not.

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6. LEARNED CURRICULUM

This type of curriculum indicates what the students have learned. The
capability that students should demonstrate at the end of the lesson can be
measured through learning outcomes. A learning outcome can be manifested by what
students can perform or do either in their cognitive, affective, or psychomotor domains.
The test results can determine the learning outcome, and the students can achieve it
through learning objectives.

7. HIDDEN CURRICULUM

The hidden curriculum refers to the unplanned or unintended curriculum but

plays a vital role in learning. It consists of norms, values, and procedures. See the three-
minute video below for more details.

MAJOR FOUNDATIONS OF
CURRCULUM

MAJOR FOUNDATIONS OF CURRICULUM

Psychological
Foundations of
Curriculum
Philosopical Historical
Foundations of CURRICULUM Foundations of
Curriculum Curriculum

Social
Foundations of
Curriculum
PHILOSOPICAL FOUNDATIONS OF CURRICULUM

In this Foundation of Curriculum, it has Four (4) Educational Philosophies

categorized to Perennialism, Essentialism, Progressivism, and Reconstructionism.

PERENNIALISM

 Aim of Education – To educate the rational person; to cultivate the intellect.

 Role of Education – Teachers help students think with reason.
 Focus in the Curriculum – Classical subjects, literary analysis and curriculum
constant.
 Curriculum Trends – Use of great books and return to liberal.

ESSENTIALISM

 Aim of Education – To promote the intellectual growth of the individual and

educate a competent person.
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 Role of Education - The teacher is the sole authority in his or her subject area or
field of specialization.
 Focus in the Curriculum – Essential skills of the 3 R’s and essential subjects.
 Curriculum Trends – Excellence in education, back to basics and cultural
literacy.

PROGRESSIVISM

 Aim of Education – To promote democratic and social living.

 Role of Education – Knowledge leads to growth and development of lifelong
learners who actively learn by doing.
 Focus in the Curriculum – Subjects are interdisciplinary, integrative and
interactive. Curriculum is focused on students’ interest, human problems and
affairs.
 Curriculum Trends – School reforms, relevant and contextualized curriculum,
humanistic education.

RECONSTRUCTIONISM

 Aim of Education – To improve and reconstruct society. Education for change.

 Role of Education – Teachers act as agents of change and reform in various
educational projects including research.
 Focus in the Curriculum – Focus on present and future trends and issues of
national and international interest.
 Curriculum Trends – Equality of educational opportunities in education, access
to global education.

HISTORICAL FOUNDATIONS OF CURRICULUM

This Foundation of curriculum refers to those influences on the curriculum that

are derived from developments in the past. They form the basis for decision making and
systematic growth of the education system.

There are Six (6) Curriculum Theorist under the Historical foundation of
curriculum.

1. Franklin Bobbit (1876-1956)

- presented curriculum as a science that emphasizes on students' need.
Curriculum prepares for adult life.

2. Werret Charters (1875-1952)

- considered curriculum also as a science which is based on students' need and
the teachers plan the activities.

3. William Kilpatrick (1871- 1965)

- viewed curriculum as purposeful activities which are child-centered. The purpose
of curriculum is child development and growth.

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4. Harold Rugg (1886-1960)

- Curriculum should develop the whole child. He emphasized social studies in the
curriculum and the teacher plans the lesson in advance.

5. Hollis Caswell (1901-1989)

- sees curriculum as organized around social functions of themes, organized
knowledge and earner's interests.

6. Ralph Tyler (1902-1994)

– believes that curriculum is a science and an extension of school's philosophy.

PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM

There are 3 major groups of learning theories under psychological foundations

curriculum. The Behaviorists Psychology, Cognitive Psychology, and Humanistic
Psychology.

1. Behaviorists Psychology

consider that learning should be organized in order that students can experience
success in the process of mastering the subject matter

2. Cognitive Psychology

focus their attention on how individuals process information and how the
monitor and manage thinking.

3. Humanistic Psychology

concerned with how learners can develop their human potential.

SOCIAL FOUNDATION OF CURRICULUM

Schools exist within the social context. Schools are not only institutions that can
educate people in the society. Schools are made to help to understand the changes
globalization brings. The relationship of curriculum and society is mutual and
encompassing.

CURRICULUM FOUNDATIONS
There are 5 types of Curriculum Foundations;

1. Educational Objectives

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Educational objectives are the statements of those changes in statements of

those changes in behavior which are desired as a result of specific learner and
teacher activity.
2. Student Characteristics
Cognitive: capable of higher levels of reasoning, abstract thinking, making
connections between different concepts, analyzing events with multiple
causes and effects, and are beginning to understand how the past, present,
and future connect, and are becoming more interested in the world at large
and subjects like social issues and politics
Physical: puberty mostly complete in girls, various stages of puberty for
boys, rapid gain in height, improvement in fine and gross motor skills, wide
range of abilities to control emotions and make decisions, hormonal
imbalances resulting in acne, moodiness, and fatigue
Social: value peer interactions, identity lies in group of friends, short-term
planning guided by peers, egocentric
Emotional: high expectations, low self-esteem, feelings of omnipotence,
seeking independence, popularity, friends, feelings of love, and reassurance
from teachers and peers
3. Learning Processes
There are six interactive components of the learning process: attention, memory,
language, processing and organizing, graph motor (writing) and higher order
thinking.
4. Teaching Methods
Teaching methods are often divided into two broad categories: teacher-centered
methods (also called direct instruction) and learner-centered methods (also called
indirect instruction or inquiry-based learning). An effective teacher knows several
methods, some teacher-directed and others learner-directed. From among these
methods, a teacher selects the one method or combination of methods most likely
to achieve a particular lesson’s objectives with a particular group of students.
5. Evaluation Procedures
Evaluation process goes through four phases — planning, implementation,
completion, and dissemination and reporting.

CURRICULUM CONCEPTIONS
A Curriculum conception or theory is defined as a certain approach that is used in
the development and also enactment of a curriculum. The curriculum can also be seen
and understand in terms of different conceptions and they include; the academic
rationalist conception, the humanistic conception, the cognitive perception, social
re-constructionist conception, technological conception, and eclectic conception.

Academic Rationalist Conception

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considered the oldest among the curriculum conceptions. It stresses the importance
of different bodies of knowledge, known as disciplines or subject areas, as the focus of
the curriculum

Cognitive Processes Conception

seeks to develop a repertoire of cognitive skills that are applicable to a wide range of
intellectual problems. The subject matters ae instrument for developing these cognitive
skills that are lasting in the lives of the individuals.

Humanistic Conception

stresses that the curriculum is an instrument for developing the full potentials of
individuals. It seeks to it seeks to help individuals. It seeks to help individuals discover
and develop their unique identities. It stresses that curriculum should focus on the
needs and interests of individuals.

Social Reconstructionist Conception

views the school or schooling as an agency for social change. Hence, it stresses that
curriculum should respond to the different needs, issues, problems and demands of the
society.

Technological Conception

is preoccupied with the development of means to achieve the curriculum or

educational goals. It views schooling as a complex system that can be analyzed into its
constituent components

Eclectic Conception

Curricularist align their ideas with two or more curriculum conceptions. It reiterates
the realities in curriculum development that each of the curriculum development that
each of the curriculum conceptions is to be considered and is influential to a certain
extent in designing a curriculum.

ELEMENTS OF CURRICULUM
Curriculum Intent – What should the students do? (Objectives). Print (1993) to mean
the direction that curricularist wish to go to as a result of participating is the
curriculum. It includes the aims, goals and objectives.

Content - What subjects should be included? (Content). Include the different topics to
be; earned or covered in a curriculum. These topics are based on the curriculum intents.
Contents may include values, skills that are important for the learners to learn.

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Learning Experiences – What instructional strategies should be used? (learning

experiences) include all instructional strategies that are useful for the implementation of
the curriculum. These may appear in the form of activities, methods or approaches that
are useful in implementing the curriculum or in teaching the content.

Evaluation – How should we appraise the curriculum? (Evaluation) includes the

different ways and tools used for evaluating whether or not the curriculum intent was
realized. Evaluation tools are also used to evaluate the performance of the learners after
they have undergone the curriculum. Evaluation is a means for teachers to determine
the ability of their students in other ways besides the standardized test. Ex: Extra-
curricular Activities, Quizzes, Examination Test and many more.

CURRICULUM SOURCES AND INFLUENCE

The sources of curriculum design are the same as a person’s philosophy. How a
person views the world and the experiences they have had impacts how they design and
conceptualize curriculum. There are many sources of curriculum design and among
them includes science, morals, learner, knowledge, and society.

Science as a Source

With science as a source, this method has a focus on the Scientific Method, with a
focus on “observable and quantifiable elements” and an emphasis on “how to learn.”
(Ornstein & Hunkins2013, p.152). Scientific method provides meaning for the
curriculum design. Designs that stress learning how to learn or “thinking” curricula
emphasize scientific procedures. Coincides with the scientific and rational world of
Western culture.

Society as a Source

School is an agent of society; thus, the school should draw its ideas for the
curriculum from the analysis of the social situation.

Curriculum design can only be completely understood if it is contextualized

socially, economically, and politically. Society as source declares that a design should be
aligned to social situation. Both political and social parties influence the education
system. Moreover, political parties tend to have differing beliefs and values which can
complicate curriculum design. All political parties seem to have same overlying meaning-
“Value the individual.” (Ornstein & Hunkins 2013, p.153).

Moral Doctrine as a Source

Draw on the past for guidance as to what is appropriate content. Related to eternal
truth revealed through such sources as the Bible or other religious documents. Subjects
follow a hierarchy system. Knowledge and spirituality Develop empathy, insight,
empathy, compassion. William Pinar felt that viewing curriculum as religious text may
allow for a blending of truth, faith, knowledge, ethics, thought, and action.
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Learner as a Source

Curriculum should be derived from what we know about the learner---how he

learns. Forms attitudes, generates interests, and develops values. This returns to the
ideas of Science as a Source by putting an emphasis on the way our brain reacts and
how we can develop curriculum through the brains activity.

The learner is another source. The student is where the curriculum comes from.
This source influences curriculum design by stressing student-centered learning and
activities. Students are not passive objects but active individuals who participate in their
learning. The student interacts with the curriculum rather than is feed the curriculum.

Knowledge as a Source

The opposite of the student as a source would be knowledge as the source. This is
subject centered view in which a teacher needs to decide what knowledge is most
valuable. Knowledge should be structured as a discipline with clear boundaries. As
such, interdisciplinary approach does not work with this view.

 Disciplined Knowledge

It has a particular method or methods by which scholars extend its boundaries.

 Undisciplined Knowledge

It does not have unique content, but has content that is clustered according to the
focus of the investigation.

CURRICULUM DESIGN
Curriculum design is about how a person envision what a curriculum should be.
There are several standard models of curriculum design.

1. Subject-Centered Design

This model focuses on the content of the curriculum. The subject centered design
corresponds mostly to the textbook written for the specific subject.

The subject-centered curriculum can be focused on:

 traditional areas in the traditional disciplines

 interdisciplinary topics that touch on a wide variety of fields
 on processes such as problem solving
 on the goal of teaching students to be critical consumers of information.

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In the Philippines, our curricula in any level is also divided in different subjects or
courses. Most of the schools using this kind of structure aim for excellence in the
subject matter content.

Examples of Subject-centered Design:

a. Subject Design The drawback of his design is that sometimes learning is so

compartmentalized. It stresses so much the content that it forgets about students’
natural tendencies, interest and experiences.
b. Discipline Design Discipline refers to specific knowledge and through a method
which the scholars use to study a specific content of their fields. Students in
history should learn the subject matter like historians, students in biology should
learn how biologist learn, and so with students in mathematics should learn how
mathematicians learn. The discipline design model of curriculum is often used in
college Discipline becomes the degree program.
c. Correlation Design This comes from a core, correlated curriculum design that
links separate subject designs in order to reduce fragmentation. Subjects are
related to one another but each subject a maintains its identity.
d. Broad field design/interdisciplinary This design was made to prevent the
compartmentalization of subjects and integrate the contents that are related to
each other.

Advantages

•Easy to deliver
•Complimentary books are written
•Support instructional materials are commercially available
•Teachers are familiar with the formal
Disadvantages
•Learning is compartmentalized
•Stresses so much the content that it forgets the student’s natural tendencies,
interests and experiences.

2. Learner-Centered Design

Students must be active in their environments if we are to optimize learning.

Curriculum should be based on students’ lives, needs, and interests.

a. Child Centered Designs (John Dewey, Rouseau, Pestallozi and Froebel) It

Centered on certain aspects of the learners themselves. May explore the learner’s
own life or family history or local environment. It is anchored on the needs and
interests of the child. The learner is not considered as a passive individual but as
one who engages with his/her environment. One learns by doing. Learners
interact with the teachers and the environment.
b. Experience-Centered design - Experiences of the learners become the starting
point of the curriculum. Thus, the school environment is left open and free.
Learners are made to choose from various activities that the teacher provides. The

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learners are empowered to shape their own learning from the different
opportunities given by the teacher.
c. Humanistic design - Abraham Maslow and Carl Rogers. Maslow, the development
of self is the ultimate objective of leaning. It stresses the whole person and the
integration of thinking, feeling and doing. It considers the cognitive, affective and
psychomotor domains to be interconnected and must be addressed in the
curriculum. It stresses the development of positive self-concept and interpersonal
skills.

Advantages:

 It gives power to the learners: they are identified as the experts in knowing what
they need to know.
 The constructivist element of this approach honors the social and cultural context
of the learner.

Disadvantages:

 It often relies on the teacher's ability to create or select materials appropriate to

learners' expressed needs. This requires skill on the part of the teacher, as well as
time and resources: at a minimum, texts brought in from real life, a wide pool of
commercially available materials from which to draw, and a reliable photocopier.
 Teachers may also find it difficult to strike an acceptable balance among the
competing needs and interests of students.

3. Problem-Centered Design

Problem-centered curriculum, or problem-based learning, organizes subject matter

around a problem, real or hypothetical, that needs to be solved. It is also inherently
engaging and authentic, because the students have a real purpose to their inquiry --
solving the problem.

Types of problems to be explored may include:

 Life situations involving real problems of practice

 Problems that revolve around life at a given school
 Problems selected from local issues
 Philosophical or moral problems

1. Life-situations design
It uses the past and present experiences of learners as a means to analyze the basic
areas of living. As a starting point, the pressing immediate problems of the society
and the student’s existing concerns are utilized.

Based on Herbert Spencer’s curriculum writing, his emphases were activities that
sustain life, enhance life, and in rearing children, maintain the individual’s social
and political relations and enhance leisure, tasks and feelings.

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The connection of subject matter to real situations increases the relevance of the
curriculum.

2. Core design
It centers on general education and the problems are based on common human
activities. The central focus of the core design includes common needs, problems,
concerns, of the learners.

LET'S CRUSH THIS!

Activity #1:
A. Research on the different curriculum in the Department of Education (DepEd)
namely: RBEC, BEC, and K-12 curriculum.
B. Differentiate the three curriculums using the matrix below.

RBEC BEC K-12 Curriculum

C. If you were to choose, what curriculum do you prefer and why?

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