BPE106- CURRIUCLUM & ASSESSMENT FOR

PHYSICAL EDUCATION & HEALTH EDUCATION

PROF: SIR JAY CARLO S. BAGAYAS

PHASES IN MAKING CURRICULUM
Lesson 1 (PDIE)
CURRICULUM P- Planning- assess the problem
• Is the heart of the school and it serves D-Designing
as the blueprint of the school.
• Is a description of what, why, how and I-Implementation
how well students should learn in a E-Evaluation- for correctional purposes
systematic and intentional way. The
curriculum is not end in itself but rather Aristotle’s Model
means fostering quality learning.
Theoretical--- The Practical--- The Product
• “Curriculum is a plan for learning.” (Tba,
1962). Theoretical- Syllabus/Lesson plan
Curriculum Aim & Goals: The Practical- Process, praxis
• Relates to educational aims & The Product- output
philosophy
• programmatic and normally do not CHED- CMO, 80S, 2017
delineate the specific courses or specific -CMO, 40, S. 2021
items of content. Typically, they refer to
the accomplishment of groups (e.g., all Dep Ed- K-12
learners, learners in general, most
- TESDA
learners) rather than the achievement
of individual learners. BASIC
Curriculum includes: B-balance- inclusive
Content --- process--- learning objectives A-articulation- subject must align in every
course
“Curriculum is a dynamic process.”
S-sequence- step by step process
Curriculum- must adopt to the changes of the
community. I-integration- integrate the cultural sensitivity
and with the community
Reasons of changing the curriculum.
C-continuity- life long process
-globalization
-internalization
-competence
-technology
Curriculum Models:
• Ralph Tyler
• Hilda Taba
• Galen Saylor & William Alexander
Model
Curricularist
- They are the one who makes the
curriculum
- Certain individual that is very proficient
on making the process of curriculum
- Curriculum specialist
- They are expert
Lesson 2 - We always believe that if the student
change behavior, he/she has learned.
Types of Curriculums For example, from non-reader to
Ideal / Recommended Curriculum becoming a reader, from disobedient to
being obedient, from not knowing to
- Curriculum construed by educational knowing.
stakeholders at the national level. - Learned curriculum also demonstrate
- For basic curriculum- department of higher order and critical thinking and
education (DepEd), for Higher education lifelong skills.
(CHED)
- It reflects the impact pf opinion Hidden Curriculum (Praxis (additional
shapers; policy makers, educators, learning))
professionals, associations, - Unwritten, unofficial, and often
international bodies. unintended lesson, values, and
Written Curriculum (enacted curriculum) perspective that students learn in
school.
- The written Curriculum the curriculum - Not deliberately planned, but has great
that is sanctioned and approved for impact on the behavior of the learner.
classroom delivery.
- It translates the broad goals of the The role of stakeholders in Curriculum
“recommended curriculum” into Implementation
specific learning outcomes.
-Learners at the center of the curriculum.
- It includes documents based on the (The output of the curriculum is the
recommended curriculum i.e. course of learners).
the study, syllabi, modules, books or
instructional guides among others.
Taught Curriculum (operational
Curriculum)
- From what has been written or planned,
the curriculum has to be implemented
and taught. Teachers are the chief
implementers of the curriculum
- The teachers and the learners will put
life to the written curriculum.
- The skills of the teachers to facilitate
learning based on the written
curriculum with aide of instructional
materials and facilities will be necessary.
Supported Curriculum
- Describe as supported materials that
the teacher needs to make learning and
teaching meaningful i.e. printed
materials like books, charts, posters,
worksheets, of non-print materials like
ppt presentations, movies, slides,
models, realias , mock-ups etc.
Assessed Curriculum
- Taught and supported curricula have to
be evaluated to find out if the teachers
succeeded or not in facilitating learning.
- Assessment (formative and summative)
- Involves all the test (teacher-made,
districts or standardized) in all forms
(such as portfolios, performance
product and demonstration.

Learned Curriculum (changed behavior)

- All the changes occurred in the learners
due to their school experience.
 Lesson 3 Curriculum Development
Characteristics of Good Curriculum - Process of selecting, organizing,
executing, and evaluating the learning
According to Tyler the Characteristic of a experience of the learner on the basis
Good Curriculum are: of his needs, abilities and interest on
➢ It is systematically planned and the basis of the nature of the society or
evaluated; community. A never ending, dynamic,
➢ It reflects adequately the aims of and economic task which starts with
the school; planning, development, implementation
➢ It maintains balance among all the and evaluation.
aims of the school, it promotes Elements or Components of Curriculum Design
continuity of the experience;
➢ It arranges learning opportunities 1. Behavioral Objectives or intended
flexibly for adaptation to particular Learning Outcomes (ILO)- undertaking
situations and individuals; it utilizes the learning lesson from the student’s
the most effective learning point of view.
experiences and resources 2. Content/Subject Matter- subject matter
available; that will be covered.
➢ And it makes maximum provision 3. References- tells where the content or
for the development of each subject matter has been taken.
learner. 4. Teaching and Learning Methods-
activities where the learners derive
Components of Curriculum experiences.
➢ Philosophy (why) a) Cooperative Learning- allow
➢ Goals and objectives students to work together.
➢ Classroom Activities b) Independent Learning- allow
➢ Assessment learners to develop personal
responsibility.
c) Competitive Activities- where
Philosophy (why) students will test their
competencies against another
- It includes the rationale for the in a healthy manner allow
development of the remainder of the learners to perform to their
curricular components reflects set maximum.
assumptions about children’s learning d) The use of various delivery
and reflects a combination of modes to provide learning
educational theories and approaches. experiences is recommended.
Philosophical Approaches: Essentialism, 5. Assessment/Evaluation- learning occurs
Existentialism, Progressivism, idealism, most effectively when students receive
Realism, reconstructionism, feedback, i.e. when they receive
pragmatism. information on what they have already.
a) Self-assessment- student
Goals and objectives
monitor and evaluate their own
- Expresses the domains such as learning.
cognitive, social emotional and physical. b) Peer assessment- students
provide on each other’s
Classroom Activities learning.
- The activities reflect goals of students c) Teacher assessment- the
and represent all areas of development; teacher prepares and
it involves preparing a conducive administers tests and gives
classroom environment and the choice feedback on the student’s
of effective strategies. performance.

Assessment
- It involves a process, methods, and
instruments with which development
and learning are measured.
Lesson 4 (reporting) -She noted 7 major steps to her grass-roots
model in which teachers would have major
CURRICULUM MODEL input. She was of the opinion that tyler model
TABA MODEL was more of an administrative model.

CURRICULUM
- The planned and guided learning experiences THE SEVEN STEPS OF HILDA TABA’S MODEL
and intended learning outcomes, formulated
through the systematic reconstruction of
knowledge and experiences, under the auspices
of the school, for the learners continuous and
willful growth in personal social competence.
CURRICULUM DEVELOPMENT
-Curriculum development is the organized
preparation of whatever is going to be taught in
schools at a given time in a given year

-they are made into official documents, as a

1. DIAGNOSIS OF NEED
guides for teachers and made obligatory by
- The teacher starts the process by identifying
provincial and territorial departments
the needs of the students for whom the
curriculum is to be planned
THE CURRICULUM MODELS
2. FORMULATION OF LEARNING OBJECTIVES
DEFINITION:
A simplified representation of reality which is - After the teacher has identified the needs that
often depicted in diagrammatic form. require attention, he or she specifies objectives
PURPOSE: to be accomplished.
To provide a structure for examining the
elements that go to make up curriculum 3. SELECTION OF LEARNING CONTENT
Planning, and how these elements interrelate. - The objectives selected or created suggest the
subject matter or content of the curriculum. Not
Hilda Taba only should objectives and content match but
1902-1967 also the validity and significance of the content
Who is Hilda Taba? chosen needs to be determined
She was an architect , a curriculum theorist, a 4. THE ORGANIZATION OF LEARNING CONTENT
curriculum reformer, and a teacher educator - A teacher cannot just select content, but must
organize it in some type of sequence, taking into
Hilda Tabba presented approach to curriculum consideration the maturity of the learners, their
in her book “curriculum development: theory academic achievement, and their interests.
and practices in 1962
5. SELECTION OF LEARNING EXPERIENCES

Hilda Taba’s OPINION - Content must be presented to pupils and must

She argued that there was a definite order in engage the content. At this point, the teacher
creating curriculum. She believed that teachers selects instructional methods that will involve
who teach the curriculum, should practice in students with the content.
developing it which led to the model being
6. ORGANIZATION OF LEARNING ACTIVITIES
called the grass- roots approach
- Just as content must be sequenced and
organized. So must the learning activities. Often
-Taba model is inductive approach
the sequence of the learning activities is
-Taba model is teacher approach
determined by the content. But the teachers
-Taba believes that teachers are aware of the
need to keep in mind the particular students
students’ needs hence they should be the one
whom he or she will be teaching.
to develop the curriculum
7. EVALUATION AND MEANS OF EVALUATION
- The curriculum planner must determine just
-The main idea to this approach is that the
what objectives have been accomplished
needs of the students are at the forefront to the
evaluation procedures need to be considered by
curriculum
the students and teachers.
LESSON 5 (reporting)
Galen Saylor and Alexander Models of
Curriculum

WHO’S GALEN SAYLOR

AND ALEXANDER?
John Galen Saylor (1902-1998)
-He was an American educator
-He was an author Careful Considerations
-He had FulBright professorship for Finland in -Objectives and domains need careful
1962 observations and careful considered of the
-He was an authority on curriculum, supported views and demand of community
a program of national assessment. -Based on legal requirements
-Based on research outcomes
-Based on philosophy of specialists
William Marvin Alexander
- He was an American educator Designing Curriculum
-He was an author -Make a clear visualization
-He was called the “FATHER OF THE AMERICAN -Select a suitable content
MIDDLE SCHOOL” -Organize learning opportunities
-He also wrote more than 250 books and -Try in a particular domain
articles

Select Suitable Content and Organization

According to them: - In the first stage the designer makes a clear
Curriculum is visualization of the framework for curriculum
“A plan for providing sets of learning goes to the next step of selecting content.
opportunities to achieve broad educational
goals and related specific objectives for
identifiable population served by a single school Curriculum Implementation
centre”. -Implementation is based on the design of the
curriculum plan decisions as to the instructional
modes made by teachers.
Domains where learning takes place -After specification of instructional objectives
There are 4 domains where learning takes teacher would select relevant teaching
place: strategies to achieve desired learning outcomes
-Personal Development among students.
-Social Competencies
-Continued Learning Skills
-Specialization Evaluation
Evaluation includes:
Designing Curriculum -Total educational program of the school
-Appropriate for each of the above domains -The curriculum plan
-Each teacher design their own instructional -Effective of instructions
plans based of the designed curriculum -Achievement of students
-Evaluated and edited if needed -The model proposed that evaluation should be
comprehensive using a variety of evaluation
-Evaluative data becomes bases for decisions
Goals, Objectives and Domains making further planning.

Advantages if this approach

-The curriculum plan includes alternative modes
with suggestions. Thus encouraging flexibility
and more freedom for students and teachers.
-It gives power to the learners and they are
identified as the experts in knowing what they
need to know.
-It honors the social and cultural context of the
learners.
Limitations
-Teacher may also difficult to strike an
acceptable balance among the needs and
interest and interest of students