ED 9 2.

Government Agencies

Module 1: Curriculum in School  The Department of Education (DepEd)

manages basic education
Curriculum
3. Funding
 refers specifically to a planned sequence of
instruction, or to a view of the student's  The national government funds public
experiences in terms of the educator's or education.
school's instructional goals.
4. Technical and ocational Education
 Latin word which means "a race" or "the
course of a race".  Accredited private colleges offer technical and
 A curriculum may incorporate the planned vocational education.
interaction of pupils with instructional content,
materials, resources, and processes for
evaluating the attainment of educational 2. Technical Vocational Education
objectives.
 This is post-secondary technical vocational
Saber – Tooth Curriculum education and training.
Dr. Harold R.W. Benjamin  Is the education or training process where it
involves, in addition to general education, the
 Born: March 27, 1893 at Gilmanto. Wisconsin study of technologies and related sciences and
 He was an educator, writer and an innovative acquisition of practical skills relating to
thinker occupations in various sectors of economic life
 At the University of Maryland, where he was and social life, comprises formal.
dean of the college of education from 1947
until 1952 3. Higher Education
 While at Minnesota, he wrote the landmark  Under the regulation of the Commission on
book, “The SaberTooth Curriculum (1939),” Higher Education (CHED).
under the pen name of J. Abner Peddiwell.
This includes:

 Baccaularette or Bachelor Degrees

Educational Levels  Graduate Degrees (Masterate and Doctorate)
1. Basic Education  CHED Chairperson: Prospero de Vera

 Under the regulations of Department of Public Higher Education Institutions (HEls) are
Education (DepED) classified by CHED as follows:

This level includes: 1. State Universities and Colleges (SUCs)

 Kindergarten  a public higher education institution that is

 Grade 1 to Grade 6 for elementary fully funded by the national government.
 Grade 7 to Grade 10 for Junior High School 2. Local Universities and Colleges (LUCs)
 Grade 11 and 12 and for the Senior High
School.  are higher educational institutions that are
 Secretary of Education: Sonny Angara being run by local government units in the
 The new basic education levels are provided in Philippines. The local government unit, or LGU,
the K to 12 Enhanced Curriculum of 2013 of the is a municipality, city, or province.
Department of Education. 3. CHED Supervised Higher Education Institutions
Here are some other details about basic education in (CSIS):
the Philippines:  non- chartered government post-secondary
1. Compulsory education institutions established by law,
administered, supervised and financially
 Basic education is compulsory for all children. supported by the government.
Types of Curriculum in Schools How do we know if the student has learned?

1. Recommended Curriculum We always believe that if a student changed

behavior, he/she has learned. For example, from a non-
 This type of curriculum stems from
reader to a reader or from not knowing to knowing or
what experts in education suggest.
from being disobedient to being obedient.
2. Written Curriculum
7. Hidden / Implicit Curriculum
 This includes documents based on the
 A hidden curriculum is not planned, but it has
recommended curriculum.
a significant impact on what students learn.
 They come in a form of course of study, syllabi,
This type of curriculum is not always
modules, books, instructional guides among
communicated or formally written down and
others.
includes implicit rules, unmentioned
 A packet of this written curriculum is the
expectations, and the norms and values of a
teacher's lesson plan.
culture.
 The most recent written curriculum is the K to
12 for Philippine Basic Education.

3. Taught Curriculum

 This type of curriculum refers to how teachers

actually teach.

4. Supported Curriculum

 Described as support materials that the

teacher needs to make learning and teaching
meaningful. These include print materials
like books, charts, posters, worksheets, or non-
print materials like PowerPoint presentation,
movies, slides, models, realias, mock-ups and
other electronic illustrations.
 It also includes facilities where learning occurs
outside or inside the four-walled building.
These include the playground, science
laboratory, audio-visual rooms, zoo, museum,
market or the plaza. These are the places
where authentic learning through direct
experiences occur.

5. Assessed Curriculum

 An assessed curriculum is also known as

a tested curriculum.

6. Learned Curriculum

 A learned curriculum refers to what students

walk away with from a course. This includes
the subject matter and knowledge they
learned from a course, but it can also include
additional changes in attitude and emotional
wellbeing. Teachers need to shrink the gap
between what they expect students to learn
and what students actually do learn.
Module 2: Teacher as a Curricularist agencies for the improvement of quality
education.
Curricularist
 The teacher must be OPEN MINDED and
Old Definition TRANSFORMATIVE.

 CURRICULARISTS are the people who 5. Teacher as a Innovator

developed curriculum theories.
 The teacher SHOULD BE CREATIVE and
 John Dewey, Ralph Tyler, Hild Taba, Franklin
INNOVATIVE to become an excellent teacher.
Bobbit
 The curriculum is always dynamic; hence keeps
CURRICULARIST on changing. From the content strategies, ways
of evaluating, blocks of time, kinds of students
 are the professionals who are curriculum and skills of teachers.
specialist.
 These are the people who are involved in 6. Teacher as a Implementor
curriculum. (KNOWING, WRITING, PLANNING,
 The curriculum that remains RECOMMENDED
IMPLEMENTING, EVALUATING, INNOVATING
or WRITTEN will NEVER serve it's purpose. It is
AND INITIATING)
the role of the teacher to GIVE LIFE to the
 A teacher’s role is broader and inclusive of
curriculum plan.
other functions and so teacher is a
 The success of a recommended, well written
curricularist.
and planned curriculum DEPENDS on the
Describing Teacher as a Curricularist IMPLEMENTATION.

1. Teacher as a Knower 7. Teacher as a Evaluator

 Learning begins with KNOWING. The teacher  Is the curriculum working?

as learners starts with knowing the curriculum,  Does it bring the desired results?
the subject matter or the content.  Are the learners achieving?
 It is all about the MASTERY of the SUBJECT.  Are there some practices that should be
 Mastery by ACQUIRING academic knowledge modified?
both formal and informal.  Should the curriculum be modified, terminated
or continued?
2. Teacher as a Writer

 A teacher TAKES RECORD of knowledge

concepts, subject matter or content.
 The teacher WRITES books, modules,
laboratory manuals, instructional guides, and
reference materials in paper or electronic
media.

3. Teacher as a Planner

 A GOOD curriculum has to be PLANNED.

 It is the role of the teacher to MAKE a yearly,
monthy or daily plan of the curriculum.
 In writing curriculum, the teacher TAKES INTO
CONSIDERATION several factors such as the
learners, the support material, time, subject
matter, desired outcomes and the context of
learners among others.

4. Teacher as a Initiator

 The teacher is OBLIGED to implement

curriculum recommend by educational