Mount Carmel College of Escalante, Inc.

Carmelite Street, Escalante City, Negros Occidental

1ST Semester, A.Y. 2022-2023

COURSE SYLLABUS
in
P.ED 9- THE TEACHER AND THE SCHOOL CURRICULUM

DEPARTMENT Teacher Education PROGRAM Bachelor of Secondary Education

PREPARED BY:

ANNA RUBY G. ESCALA, LPT, MEd

Instructor
REVIEWED AND APPROVED BY:

ANNA RUBY G. ESCALA, LPT, MEd

Program Coordinator, Teacher Education

BRENDA G. SANTANDER, LPT, Ed.D KEVIN REY E. CABALLEDA

Dean of College Coordinator, Quality Assurance

ARTURO T. PERRIN, JR. REV. FR. FERNANDO C. LOPEZ, O. CARM.

Director, Christian Formation Program School President

VISION Moved by the seal of our great inspirators, Mary, Elijah, Elisha, the Carmelite Saints and its tradition we, envision ourselves as a Christ-centered,
 academically advanced, socially responsive community, committed in living out the Gospel values towards the realization of God’s reign here and now.
Inspired by the spirit of Jesus Christ as our Model Teacher, we commit ourselves to:
MISSION a) the integrating and strengthening the Gospel values in every curricular and co-curricular activities;
b) the achieving of academic excellence through relevant Catholic education;
c) the practicing of responsible stewardship of God’s creation;
d) the fostering of justice and peace and social solidarity with our least brothers and sisters.
Conscious of the present realities and inspired by our Vision and Mission, we aim to:
GOALS a) strengthen the Christian Family and Community through Christian Formation programs and interdisciplinary approaches to learning towards
holistic education and formation;
b) provide quality, relevant education that is Catholic, pro-people and transformational (dialogue of faith; life);
c) deepen the competency-building and commitment among school personnel for efficient and effective service;
d) participate in building the Church of the Poor;
e) support for the Filipino people’s struggle for total human development and social transformation;
f) participate in the promotion and care for the integrity of creation
a) Wisdom: the discernment to distinguish and choose truth apart from lie. It includes the courage to pursue the path that is fair and just, a way of
CARMELIAN caring and respecting all beings.
CORE VIRTUES b) Faith: The nurtured relation with God manifested in communal life. It is a relationship that is, grounded and moved by the Gospel, searching for
God’s living face in ambivalence and certitude, triumphs and failures of existence.
c) Love: The essential mark of Jesus’ faithful disciple. It treats no one servant but friend, faithful to what Jesus commanded us to do. Love is the
willingness to offer oneself in the service of others especially to the poor and marginalized
MCCEI Graduates:
INSTITUTIONAL a) Demonstrate competence in critical thinking, written and oral communication, and with sound reasoning.
LEARNING b) Demonstrate ethical Carmelian Values, with deep sense of global awareness, a heart on community engagement, a fighter and defender of
OUTCOMES humanity that promotes sustainability, justice, peace and integrity of creation and equity across different cultures.
c) Connect knowledge, skills and experiences in all disciplines, allowing them to address new and complex situations to address real- world
challenges and opportunities.
CMO 74 s. 2017
CHED PROGRAM a) Articulate and discuss the latest developments in the specific field of practice (PQA level 6 descriptor)
OUTCOMES b) Effectively communicate in English and Filipino, both orally and in writing
c) Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams (PQF level 6
descriptor)
d) Act in recognition of professional, social and ethical responsibility
e) Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

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 Specific to the Bachelor of Elementary Education Program
a) Demonstrate in-depth understanding of the diversity of learners in various learning areas
b) Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
c) Utilize appropriate assessment and evaluation tools to measure learning outcomes
d) Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
e) Demonstrate positive attributes of a model teacher, both as an individual and as a professional
f) Manifest a desire to continuously pursue personal and professional development
The MCCEI Teacher Education Program aims:
a) to commit to Christ and His Church, and to truth, peace and justice and who can face the consequences of such commitment courageously;
MCCEI b) to live-up to the dignity and nobility of the teaching profession by demonstrating and articulating of the rootedness of education in philosophical,
PROGRAM socio-cultural, historical, psychological and political contexts;
LEARNING c) to become professionally, socially, and ethically responsible graduates that can effectively communicate both orally and in writing (Filipino and
OUTCOMES English);
d) to demonstrate mastery of subject matter/discipline and facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environment;
e) to work effectively and collaboratively with substantial degree of independence in multidisciplinary and multi-cultural teams;
f) to articulate and discuss the latest development in the specific field of teaching to become effective agents of socio-economic development; and
g) to pursue life-long learning for personal and professional growth through varied experiential and field-based opportunities
At the end of the course, the students should be able to:
COURSE CILO 1: Identify various types of learners and provide them with appropriate, culturally-relevant learning activities and experiences
INTENDED CILO 2: Explain subject matter content clearly, accurately and comprehensively
LEARNING
CILO 3: Utilize appropriate teaching-learning methods and technology for specific subject matter content
OUTCOMES
(CILOs) CILO 4: Design authentic assessment, evaluation instruments and alternative assessment tools
CILO 5: Demonstrate skills in creative and critical thinking, logical reasoning, problem solving and decision making in various classroom situations
CILO 6: Acct according to the norms of the teaching profession in dealing with students, parents, colleagues and other stakeholders

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Course Title The Teacher and The School Curriculum
Credit Units 3 Lecture 3 Hours/Week
Hours/Weeks
Course Schedule Monday – Thursday, 4:00 – 5:00 PM Prerequisites/ None
Co-requisites

Course This course includes the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage prospective teachers as
Description curricularists. The more active role of the teacher in planning, implementing and evaluating school-curriculum as well as in managing school curriculum change vis-avis
various context of teaching-learning and curricular reforms shall be given emphasis.
COURSE LEARNING PLAN

COMPETENCIES TOPICS INTENDED LEARNING ASSESSMENT EQUIPMENT/ TEACHING/LEARNING REFERENCE TIME

OUTCOMES MATERIALS ACTIVITIES ALLOTMENT

Face-to-Face Modular Face-to-Face Modular

The students are MCCEI At the end of the session,

expected to have PVMGO the students should be
internalized the able to:
VMGO of the
institution 1) share their  Oral  Written  LED TV  Reading of  Reading of Copy of the 1 hour
personal views Recitation Reflection/  Module the School’s the School’s Syllabus
Value Focus: and verbalize their Online VMGO VMGO
Wisdom, Faith and insights/ Oral
Love commitment to the Recitation
VMGO of the
College
MODULE 1

a) Demonstrate LESSON 1: At the end of the session,

in-depth The Teacher the students should be
understanding and the School able to:
of the Curriculum
1) discuss the  Oral  Essay  LED TV  Lecture-  Guided T1, pp. 1-13 4 hours
diversity of
A. The Curricula different curricula Recitation  Reflection  Power point Discussion Discussion
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 learners in in School that exist in the  Essay paper Presentatio  Think -Pair-  Classroom
various B. The Teacher schools  True-False  Case n Share Observatio
learning areas as a 2) analyze the Test analysis  Module  Case n
b) Manifest Curricularist significance of  Reflection  Handouts Analysis  Interview
curriculum and paper  Classroom  Survey
meaningful
curriculum  Case Observation
and development in analysis  Interview
comprehensiv the teacher’s  Survey
e pedagogical classroom
content 3) enhance
knowledge understanding of
(PCK) of the the role the
different teacher play as a
subject areas curricularist in the
*CILOs 1 & 2 classroom and
school
Value Focus:
Wisdom and Faith

a) Demonstrate LESSON 2: At the end of the session,

in-depth The Teacher as the students should be
understandin a Knower of able to:
g of the Curriculum (Part
I) 1) define curriculum  Identificati  Essay  LED TV  Lecture-  Guided T1, pp. 14-26 5 hours
diversity of
from different on test  Reflection  Power point Discussion Discussion
learners in A. The School perspectives  Essay paper Presentatio  Matrix  Matrix
various Curriculum: 2) describe the  Reflection n Completion Completio
learning Definition, nature and scope Paper  Module n
areas Nature and of curriculum  Handouts
b) Utilize Scope 3) describe the
appropriate B. Approaches different
assessment to School approaches to
and Curriculum school curriculum
evaluation 4) explain by
example how the
tools to
approaches
measure clarify the
learning definition of a
outcomes curriculum
*CILOs 1 & 4 5) reflect on how the
three approaches
Value Focus: clarify the
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Wisdom and Faith definition of
curriculum
6) reflect on how the
three approaches
interrelate with
each other

a) Demonstrate LESSON 3: At the end of the session,

in-depth The Teacher as the students should be
a Knower of able to:
understandin
Curriculum (Part
g of the II) 1) explain and  Identificati  Essay  LED TV  Lecture-  Guided T1, pp. 26-41 4 hours
diversity of summarize the on test  Reflection  Power point Discussion Discussion
learners in A. Curriculum curriculum  Essay paper Presentatio  Table  Table
various Development development  Reflection n Analysis Analysis
learning : Processes processes and Paper  Module
and Models models  Handouts
areas 2) describe the
B. Foundations
b) Manifest foundations of
of Curriculum
skills in Development curriculum
communicati development
on, higher 3) explain how each
foundation
order
influences the
thinking and curriculum
use of tools development
and
technology to
accelerate
learning and
teaching
*CILOs 1, 2 &52

Value Focus:
Wisdom and Faith

a) Demonstrate LESSON 4: At the end of the session,

in-depth The Teacher as the students should be
understandin a Curriculum able to:
g of the Designer
1) identify the  Identificati  Essay  LED TV  Lecture-  Guided T1, pp. 42-74 4 hours
diversity of
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 learners in A. Fundamental fundamentals of on test  Reflection  Power point Discussion Discussion
various s of curriculum  Essay paper Presentatio  Sample  Sample
learning Curriculum designing  Reflection n Analysis Analysis
areas Designing 2) appreciate the Paper  Module  Reporting  Table
B. Approaches task of designing  Handouts  Table Analysis
b) Utilize
to Curriculum a curriculum Analysis
appropriate Designing 3) identify some
assessment C. Curriculum familiar
and Mapping and curriculum
evaluation Curriculum designs and
tools to Quality Audit approaches to
the design
measure 4) analyze the
learning approaches in
outcomes the light of how
these are applied
*CILOs 1, 2, 4 & 5 in the school
setting
Value Focus:
Wisdom and Faith

MODULE 2

a) Demonstrate LESSON1: At the end of the session,

in-depth The Teacher as the students should be
understandin Curriculum able to:
Implementor
g of the
and a Manager 1) define curriculum  Matching  Essay  LED TV  Lecture-  Guided T1, pp. 75-94 6 hours
diversity of (Part I) implementation Type test  Reflection  Power point Discussion Discussion
learners in 2) analyze what is  Essay paper Presentatio  Reporting  Table
various A. Implementing change process  Reflection n  Table Analysis
learning the Designed in curriculum Paper  Module Analysis
areas Curriculum implementation  Handouts
b) Manifest as a Change 3) explain the
meaningful Process process of
B. Implementing curriculum
and
a Curriculum implementation
comprehensi Daily in the 4) review the
ve Classrooms components of a
pedagogical daily lesson plan
content for teaching
knowledge 5) identify intended
learning
(PCK) of the outcomes
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 different 6) match learning
subject areas outcomes with
appropriate
c) Utilize
teaching methods
appropriate
assessment
and
evaluation
tools to
measure
learning
outcomes
*CILOs 1, 2, 4 & 5

Value Focus:
Wisdom and Faith

a) Demonstrate LESSON 2: At the end of the session,

in-depth The Teacher as the students should be
Curriculum able to:
understandin Implementor
g of the and a Manager 1) discuss the role  Lesson  Lesson  LED TV  Lecture-  Guided T1, pp. 95- 6 hours
diversity of (Part II) of technology in Plan Plan  Power point Discussion Discussion 110
learners in A. The Role of curriculum  Essay  Essay Presentatio  Reporting  Matrix
various Technology application  Reflection  Reflection n  Matrix Completio
in Delivering 2) identify the roles Paper paper  Module Completion n
learning
the of technology  Handouts  Interview  Interview
areas Curriculum selection
b) Manifest B. Stakeholders including the use
skills in in Curriculum of visual aids
communicati Implementati 3) identify
on, higher on stakeholders of
the curriculum
order 4) enumerate the
thinking and role of each
use of tools stakeholders
and
technology to
accelerate
learning and

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 teaching
c) Demonstrate
positive
attributes of
a model
teacher, both
as an
individual
and as a
professional
*CILOs 1, 5 & 6

Value Focus:
Wisdom and Faith

a) Demonstrate LESSON 3: At the end of the session,

in-depth Curriculum the students should be
understandin Evaluation and able to:
the Teacher
g of the
1) acquire clear  Essay  Essay  LED TV  Lecture-  Guided T1, pp. 111- 6 hours
diversity of A. What, Why understanding of  Reflection  Reflection  Power point Discussion 143
Discussion
learners in and How to what curriculum Paper paper Presentatio  Reporting  Matrix
various Evaluate a evaluation is n  Matrix Completio
learning Curriculum 2) explain the need  Module Completion n
areas B. Curriculum to evaluate the  Handouts  Interview  Interview
b) Utilize Evaluation curriculum
appropriate Through 3) and how it is
Learning being done
assessment
Assessment 4) expand
and C. Planning, knowledge about
evaluation Implementing different
tools to and curriculum
measure Evaluating: models
learning Understandin 5) explain how a
g the curriculum can be
outcomes Connection evaluated
*CILOs 1,2 & 4 through the
assessment of
Value Focus: learning
Wisdom and Faith outcomes

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 6) identify the levels
of learning
outcomes and
levels of
assessment
7) match the levels
of learning
outcomes with
the appropriate
assessment tools
8) interpret the
value of
assessment in
terms of grades
assigned

MODULE 3

a) Demonstrate LESSON1: At the end of the session,

in-depth Gearing Up for the students should be
understandin the Future: able to:
g of the Curriculum
Reforms 1) gain  Essay  Essay  LED TV  Lecture-  Guided T1, pp. 144- 4 hours
diversity of
comprehensive  Reflection  Reflection  Power point Discussion Discussion 157
learners in A. The understanding of Paper paper Presentatio  Reporting  Matrix
various Enhanced the K to 12 Basic n  Matrix Completio
learning Basic Education  Module Completion n
areas Education Curriculum  Handouts  Survey  Survey
*CILO 1 Act of 2013 Reform
(K to 12)
Value Focus:
Wisdom and Faith

a) Demonstrate LESSON 2: At the end of the session,

in-depth Outcomes- the students should be
understandin Based able to:
g of the Education: Basis
for Enhanced 1) define what is  Essay  Essay  LED TV  Lecture-  Guided T1, pp. 158- 8 hours
diversity of
Teacher outcomes-based  Reflection  Reflection  Power point Discussion Discussion 173
learners in Education education as this paper paper Presentatio  Reporting  Classroom
various Curriculum apply to teacher n  Classroom Observatio
learning education  Module Observation
areas
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 *CILO 1 A. Outcomes- 2) analyze the four  Handouts n
Based principles in
Value Focus: Education for outcomes-based
Wisdom and Faith Teacher education
Preparation 3) describe how
Curriculum teaching and
B. Enhanced learning relate to
Teacher OBE
Education 4) explain how the
Curriculum achieved learning
Anchored on outcomes will be
OBE assessed
5) summarize the
prospective
teacher’s roles
and
responsibilities in
the
implementation of
the Outcomes-
Based Education
6) identify the
desired outcomes
in terms of
competencies of
the new teacher
education
curricula
7) be familiar with
the degree
program, the
contents, the
delivery modes
and the
assessments in
the new
education
program
8) analyze the new
teacher
education
curricula in the
context of
outcome-based
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 education
9) reflect on the pre-
service teacher’s
preparation to
become highly
qualified global
teachers

a) Demonstrat LESSON 3: At the end of the session,

e in-depth Curricular the students should be
understandi Landscape in able to:
ng of the the 21st Century
Classrooms 1) describe the  Essay  Essay  LED TV  Lecture-  Guided T1, pp. 174- 4 hours
diversity of
curricular  Reflection  Reflection  Power point Discussion Discussion 183
learners in A. The 21st landscape of the paper paper Presentatio  Reporting  Illustrating
various Century 21st century  Research  Research n  Illustrating OR1, pp. 150-
the 21st
learning Curricular 2) identify the 21st Output Output  Module the 21st 154
century
areas Landscape in century skills to  Handouts century classroom
Value Focus: the be developed in classroom F1
Wisdom and Faith  Video
Classrooms the curriculum  Video
Analysis
B. Education 3) explain what is analysis
4.0 in the education 4.0 in  Journal  Journal
School the school analysis Analysis
Curriculum curriculum
4) discuss ways of
implementing
Education 4.0
This syllabus if flexible, i.e.; the teacher may add may add competencies and/or change strategies when necessary
Grading System:

LIMITED FACE-TO-FACE LECTURE (100%) MODULAR LECTURE (100%)

Type of Assessment Weight Type of Assessment Weight

Class Standing 40% Class Standing 60%
Quizzes 30% Application 30%
Participation 20% Post-Activity 20%
Term Exam 60% Term Exam 40%
TOTAL 100 % TOTAL 100 %

REFERENCES
 Textbook
T1 - Bilbao, Purita P., Dayagbil, Filomena T., Corpuz, Brenda B.(2020). The Teacher and the School Curriculum. Lorimar.Publishing Inc. Quezon City, Metro Manila

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  Online References
OR1 – 21st Century Standards and Curriculum: Current Research and Practice (https://files.eric.ed.gov/fulltext/EJ1083656.pdf)

 Other References
R1 – Copy of the School’s PVMGO

 Films
F1 – The Evolution of Education (https://www.youtube.com/watch?v=kabaJ4eIdXo)

Continuous Quality Improvement (CQI) Tracking:

 Revision 01: Modification and Enhancement of Topics, Objectives, Teaching-Learning Activities, and Assessments

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