Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier No: 09077
COURSE PACKET IN
PED 307: THE TEACHER AND THE
SCHOOL CURRICULUM
Prepared By:
Arjie P. Abellana
Course Facilitator
2021
AMC, Vallesville – Fatima, Liloy, Zamboanga del Norte, 7115
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
____________________________________________________________________________ ______________
PED 307: The
Teacher and
the School
Curriculum
Prepared by:
Arjie P. Abellana
i
PREFACE
Curriculum Studies is an exciting field of study in education. It is the heart and soul of
the educational processes. The mind, conscience, skills, and values of every learner are molded by the
curriculum offered in every school or institution of learning. Furthermore, curriculum shapes the society
by developing human resources, by creating new knowledge, and by understanding social processes.
Hence, curriculum is the driving force in shaping individuals and societies. The excitement in
curriculum development comes as we marvel on how the different learning theories and the different
disciplines in all education levels merge together into a meaningful tapestry of creating new knowledge
and building a better understanding of the complexities of this world. This course packet focuses on
essential topics enclosed and taken form course description. This is divided into three parts: the course
outline, the inputs or lessons, and the weekly exams or activities.
The teacher ensures the quality of learning to be delivered to the students considering the
arising crisis. Amidst the current pandemic, the Educational Force in the Philippines particularly at Ave
Maria College work hand in hand to assure that Quality Education be conserved and monitored. In this
course packet, curriculum principles and theories are explained in simple manner, and curriculum
processes are discussed in the most practical way to provide teachers and students in teacher education
institutions (TEIs) an appreciation of curriculum development as well as a better understanding of
various concepts, theories, principles, and practices of curriculum development. To help learners in
understanding curriculum development, especially in the Philippine context, activities and questions for
reflection are provided. It integrates theory and practice by helping students analyze and reflect on
curricular practices in the Philippines and other countries. It includes lessons that highlight the function
of teachers as curriculum, and instructional leaders in different schools. It includes discussion on
outcomes-based education (OBE), which is one of the major innovations in higher education. As we
face many educational challenges and health issues, this course packet will help you appreciate and
understand many curricular issues and curricular innovations. The challenge posted here is for future
educators like you to use their critical reflection and creative imagination in understanding curriculum.
This course packet serves as a guide for student teachers who wish to understand and
appreciate curriculum development. It includes the following features:
 Learner-centered. The contents are easy to understand. To enhance students' understanding of
curriculum development, appropriate activities are provided to help student teachers relate the
theories and principles to actual school situations through critical reflection and observation. The
weekly exams also allow students to do independent studies at home.
 Designed for OBE. The lessons and weekly exams are carefully selected to help students in various
Teacher Education Institutions learn specific standards and competencies of the Teacher Education
Curriculum prescribed by the Commission on Higher Education in the Philippines.
I hope that through this course packet, our critical dialogue will continue and our passion
for studying curriculum will grow stronger. GOD Bless us all!
Arjie P. Abellana
Course Facilitator
Phone Number: 09353437302/ 09512639632
Facebook Account: Arjie Abellana
Email Address: arjieabellana2@gmail.com
ii
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
___________________________________________________________________________________________
TABLE OF CONTENTS
PREFACE
TABLE OF CONTENTS
COURSE OUTLINE
WEEK 1
LESSON 1:
I.Understanding Curriculum ……………………………………………………………..
A. Definitions of Curriculum…………………………………………………………...
B. Different Types of Curriculum………………………………………………………
C. Curriculum Foundations……………………………………………………………..
D. Curriculum Conceptions………………………………………………………….….
E. Elements of a Curriculum……………………………………………………………
ii
iii
v
Weekly Exam 1……………………………………………………………….
7
Activity 1 …………………………………………………………………….
9
WEEK 2
LESSON 2:
II. Curriculum Planning …………………………………………………………………..
A. Curriculum Sources………………………………………………………………….
B. Curriculum Influences……………………………………………………………….
LESSON 3:
III. Curriculum Design……………………………………………………………………...
A. Definition of Curriculum Design…………………………………………………….
B. Different Curriculum Design…………………………………………………………
C. Things to Consider in Designing Curriculum………………………………………..
D. Sequencing Curriculum Content…………………………………………………….
3
3
3
4
4
5
11
11
12
16
16
16
19
19
Weekly Exam 2………………………………………………………………
21
Activity 2 …………………………………………………………………….
23
WEEK 3
LESSON 4:
IV. Curriculum Development …………………………………………………………….
A. Different Curriculum Development Models………………………………………...
B. Analysis of Different Curriculum Development Models……………………………
25
25
37
Weekly Exam 3 ………………………………………………………………
39
Activity 3 …………………………………………………………………….
41
WEEK 4
LESSON 5:
V. Curriculum Implementation…………………………………………………………
A. Curriculum Implementation………………………………………………………….
43
43
iii
B. Curriculum Workers……………………………………………………………….…
C. Levels of Curriculum Implementation…………………………………………….…
D. Things to Consider in Implementing the Curriculum……………………………...…
LESSON 6:
VI. Curriculum Evaluation ……………………………………………………………….
A. Curriculum Evaluation……………………………………………………………….
B. Purposes of Curriculum Evaluation…………………………………………………
C. Curriculum Evaluation in the Classroom……………………………………………
D. Curriculum Evaluation at the School or School System Level………………………
E. Models of Curriculum Evaluation……………………………………………………
43
44
48
49
49
49
50
50
50
Weekly Exam 4………………………………………………………………
54
Activity 4 …………………………………………………………………….
56
WEEK 5
LESSON 7:
VII. Curriculum Innovation ………………………………………………………………
A. Standard-based Curriculum………………………………………………………….
B. Multicultural Curriculum…………………………………………………………….
C. Indigenous Curriculum……………………………………………………………….
D. Brain-based Education……………………………………………………………….
E. Gifted Education Curriculum ……………………………………………………….
F. Differentiated Curriculum…………………………………………………………..
G. Technology Integration in the Curriculum………………………..…………………
H. Outcome-based Education…………………………………………………………..
I. Transition Curriculum……………………………………………………………….
Weekly Exam 5………………………………………………………………
Activity 5 …………………………………………………………………….
WEEK 6
Continuation of Activity 5…………………………………………………………………
WEEK 7
LESSON 8:
VIII. Teachers as Curriculum Teachers as Curriculum Leaders……………………..
A. Key Roles of Teachers as Leaders in Curriculum Processes………………………..
B. Exercising Curriculum Leadership in Selecting Textbooks and Other Instructional
Materials……………………………………………………………………………..
C. Developing Teachers as Curriculum Leaders……………………………………….
58
58
59
60
60
61
64
64
65
69
72
74
77
79
79
87
87
Weekly Exam 6………………………………………………………………
89
Activity 6 …………………………………………………………………….
91
WEEK 8
FINAL EXAMINATION WEEK………………………………………………………….
WEEK 9
SUBMISSION OF MAJOR COURSE OUTPUT…………………………………………
iv
93
95
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
___________________________________________________________________________________________
Course
Facilitator
Course Code
and Title
Course Prerequisite
Course
Description
Course
Objectives
No. of Hours
Flexible
Learning
WEEK
WEEK 1
COURSE OUTLINE
ARJIE P. ABELLANA
PED 307 – The Teacher and the School Curriculum
None
This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as curricularists.
The more active role of the teacher in planning, implementing and evaluating schoolcurriculum as well as in managing school curriculum and curricular reforms shall be
given emphasis.
At the end of the course, the students should be able to:
1. acquire knowledge and understanding on the different concepts of school
curriculum as depicted in weekly activities and exams;
2. reflect on the curriculum processes;
3. develop a course syllabus; and
4. analyze the roles of teachers as Leaders in curriculum processes;
6Hrs Home Learning /Week x 9 Weeks = 54Hrs
Modular Distance Learning / Blended
(Home Learning Aided by Course Packet)
Lessons / Teacher’s Activity (Input)
Students’ Activity (Output)
General Class and Course Orientation
1. Discuss Course Outline,
1. Get Oriented About the Course,
Requirements (Outputs), Classroom
Requirements, Classroom Protocols
Protocols and Week 1 Lessons and
and Week 1 Lessons & Activities
Activities
2. Receive Course Packet
2. Distribute Course Packets
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a reflection paper that tells their views about curriculum.
LESSON 1:
HOME LEARNING:
I. Understanding Curriculum
Read Lesson 1. Then DO:
A. Definitions of Curriculum
1. Weekly Exam 1
B. Different Types of Curriculum
2. Activity 1
C. Curriculum Foundations
D. Curriculum Conceptions
E. Elements of a Curriculum
1. Collect Week 1 Outputs
1. Submit Week 1 Outputs
v
WEEK 2
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Come up with an analysis paper that talks about their school’s vision, mission,
and core values.
LESSON 2:
HOME LEARNING:
II. Curriculum Planning
Read Lesson 2 and 3. Then DO:
A. Curriculum Sources
1. Weekly Exam 2
B. Curriculum Influences
2. Activity 2
LESSON 3:
III. Curriculum Design
A. Definition of Curriculum Design
B. Things to Consider in Designing
Curriculum
C. Sequencing Curriculum Content
1. Collect Week 2 Outputs
1. Submit Week 2 Outputs
2. Return Checked Week 1 Outputs
2. Received Checked Week 1 Outputs
WEEK 3
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Create a model of curriculum development.
LESSON 4:
HOME LEARNING:
IV. Curriculum Development
Read Lesson 4. Then DO:
A. Different Curriculum Development
1. Weekly Exam 3
Models
2. Activity 3
B. Analysis of Different Curriculum
Development Models
1. Collect Week 3 Outputs
1. Submit Week 3 Outputs
2. Return Checked Week 2 Outputs
2. Received Checked Week 2 Outputs
WEEK 4
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Create a model of curriculum evaluation.
LESSON 5:
HOME LEARNING:
V. Curriculum Implementation
Read Lesson 5 and 6. Then DO:
A. Curriculum Implementation
B. Curriculum Workers
1. Weekly Exam 4
C. Levels of Curriculum
2. Activity 4
Implementation
D. Things to Consider in Implementing
the Curriculum
LESSON 6:
VI. Curriculum Evaluation
A. Curriculum Evaluation
B. Purposes of Curriculum Evaluation
vi
C. Curriculum Evaluation in the
Classroom
D. Curriculum Evaluation at the School
or School System Level
E. Models of Curriculum Evaluation
1. Collect Week 4 Outputs
2. Return Checked Week 3 Outputs
WEEK 5
1. Submit Week 4 Outputs
2. Received Checked Week 3
Outputs
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Develop a course syllabus.
LESSON 7:
HOME LEARNING:
VII. Curriculum Innovation
Read 7. Then DO
A. Standard-based Curriculum
1. Weekly Exam 5
B. Multicultural Curriculum
2. Activity 5
C. Indigenous Curriculum
D. Brain-based Education
E. Gifted Education Curriculum
F. Differentiated Curriculum
G. Technology Integration in the
Curriculum
H. Outcome-based Education
I. Transition Curriculum
1. Collect Week 5 Output (Weekly
1. Submit Week 5 Output (Weekly
Exam 5)
Exam 5)
WEEK 6
2. Return Checked Week 4 Outputs
2. Received Checked Week 4
Outputs
Continuation of Activity 5
1. Collect Week 6 Output (Activity 5)
1. Submit Week 6 Output (Activity 5)
WEEK 7
2. Return Checked Week 5 Outputs
2. Received Checked Week 5
Outputs
Weekly Objectives:
At the end of this week, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Make a poster that depicts “Important Traits of Teachers as curriculum leader in
21st Century learning”.
LESSON 8:
HOME LEARNING:
VIII. Teachers as Curriculum Teachers as Read Lesson 8. Then DO
Curriculum Leaders
1. Weekly Exam 6
A. Key Roles of Teachers as Leaders in
2. Activity 6
Curriculum Processes
B. Exercising Curriculum Leadership
in Selecting Textbooks and Other
Instructional Materials
C. Developing Teachers as Curriculum
Leaders
vii
WEEK 8
1. Collect Week 7 Outputs
2. Return Checked Week 6 Outputs
1. Submit Week 7 Outputs
2. Received Checked Week 6
Outputs
FINAL EXAMINATION WEEK
1. Take the Final Exam.
WEEK 9
SUBMISSION OF MAJOR COURSE
OUTPUT
1. Submit major course output
Congratulations! You have just completed your Course on PED 307 – The Teacher and the School
Curriculum
Major Output / Project
Assessment
Details
Task
At the end of the semester, students submit individually a Portfolio in PED 307 – The
Individual
Teacher and the School Curriculum This contains the weekly exam sheets and the
Portfolio in
activity sheets answered by the students.
PED 307 –
The Teacher
and the
School
Curriculum
Grading
Computation for Midterm Grade:
Computation for Semestral Grade:
System
Components
Percentage Components
Percentage
Weekly Exams/Quizzes
=50%
Mid-term
=35%
Weekly Activities
=50%
Final Exam
=40%
Total
=100%
Course Major Output
=25%
Total
=100%
1.Wear face mask all the time.
Protocols to
2. Observe physical distancing.
Follow
During Face- 3. Clean as you leave the room.
4. Erase the writings on the board as you go.
to-Face
5. Refrain from charging mobile phones or any gadget inside the classroom.
Learning
6. Refrain from using mobile phone during class hours.
7. Dispose garbage properly.
8. Follow sitting arrangement.
9. Avoid borrowing any personal belongings of classmates.
LIST OF REFERENCE
Book
Pawilen, Greg T. (2019). The Teacher and the School Curriculum. REX Book Store, INC, 856 Nicanor
Reyes St., Sampaloc, Manila.
Prepared By:
MR. ARJIE P. ABELLANA
Course Facilitator
Approved By:
DR. DOMINGO S. ARANAL
Executive VP
Date Signed: _______________
viii
Noted By:
DR. NUEVA ERA V. ARANAL
College President
PED 307: The Teacher and
the School Curriculum
WEEK 1
PED 307 - The Teacher and the School Curriculum 1
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
PED 307 – THE TEACHER AND THE SCHOOL CURRICULUM
To my students in PED 307 – The Teacher and the School Curriculum:
Welcome to the first semester of school year 2021-2022 in general and to this course
PED 307 – The Teacher and the School Curriculum: in particular. I am Mr. Arjie P.
Abellana, your facilitator for this course.
This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as curricularists. The
more active role of the teacher in planning, implementing and evaluating school-curriculum
as well as in managing school curriculum and curricular reforms shall be given emphasis.
At the end of the course, the students should be able to:
1. acquire knowledge and understanding on the different concepts of school curriculum
as depicted in weekly activities and exam;
2. reflect on the curriculum processes;
3. develop a course syllabus; and
4. analyze the roles of teachers as Leaders in curriculum processes;
Your course will run for 9 weeks of home learning where you will be aided by this
course packet. This course packet contains the course outline, the weekly lessons, the weekly
exams/activities, major course requirement, and the grading system.
At the end of each lesson you are required to answer weekly exams, which will serve as
your quiz. Moreover, you are also expected to work on the activities which will serve as your
performance task. All of these should be submitted to your course facilitator at the beginning
of the following week through email (arjieabellana2@gmail.com) or print copies which you
can place in an envelope and drop in the box provided at the designated place of the school.
You can go through the course outline at the beginning of this course packet to have a
glimpse of the specific lessons and the equivalent requirements for each week.
If you have questions for clarifications you can text, call or email your course
facilitator.
GOD BLESS 
To my students:
You are now about to start the first lesson for Week 1. Read the learning materials below
then answer Weekly Exam 1 and do Activity 1.
At the end of this week, you should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam.
b. Write a reflection paper that tells your views about curriculum.
PED 307 - The Teacher and the School Curriculum 2
LESSON 1:
I. UNDERSTANDING CURRICULUM
A. Definitions of Curriculum
1. Curriculum as a list of subjects. This definition suggest that curriculum is the “permanent” or
the traditional subjects offered in the school such as Mathematics, Language, Science, Music,
Arts, and others.
2. Curriculum as learning experiences. This definition includes students’ curricular and cocurricular activities and the learning experiences they encounter inside or outside the school. This
definition includes the hidden curriculum or those things learned by the students as a result of
their experiences in the school with their peers, schoolmates, teachers, school staff, or the values
they learned from a school program. In short, it includes the school culture.
3. Curriculum as intended learning outcomes. This definition includes a list of learning
competencies or standards that students should learn in school.
4. Curriculum as planned learning experiences. This includes documents specifying contents,
objectives, or general ideas of what students should know in schools or in a specific discipline.
5. Curriculum as a discipline. Curriculum as a discipline has its own principles, theories, and
practices.
6. Curriculum as a content or subject matter. This definition views curriculum as a series of
topics under each subject area.
B. Different Types of Curriculum
1. Ideal or Recommended Curriculum. This refers to what scholars propose as the most
appropriate curriculum for learners. For example, different professional organizations or various
programs of study in different universities may propose curriculum innovations or alternative
curriculum content as a result of their researches.
2. Intended, Official, or Written Curriculum. This refers to the official curriculum embodied in
approved state curriculum guides. It is the curriculum prescribed by the government. For
example, the Kindergarten Curriculum Standards, the K-12 Curriculum, CHED Curriculum for
General Education (Memorandum Order No. 20 Series of 2013), and TESDA Modules and
Competencies.
3. Implemented Curriculum. This type of curriculum refers to the actual implementation of the
curriculum or what teachers in the school teach.
4. Achieve Curriculum or Learned Curriculum. This refers to the result of the Curriculum or
what students actually learned in school. The achieved curriculum reveals whether the students
learned and whether the schools are successful in attaining curriculum goals and objectives.
5. Tested Curriculum. This is a set of learning that is assessed in teacher-made classroom tests,
curriculum-referenced tests, and in standardized tests.
6. Entitlement Curriculum. It refers to what the people or the general society believed the learners
should expect to learn in the educational system for them to become good members of the society.
7. Supported Curriculum. This refers to the curriculum that is reflected on and shaped by the
resource allocated to support or deliver the official curriculum.
8. Null or Censored Curriculum. This refers to various Curriculum contents or topics that must not
be taught to the students.
9. Hidden Curriculum. This refers to the various skills, knowledge, and attitudes that students
learn in school as a result of their interaction with other students, staff, and faculty members.
Although the hidden curriculum is not actually taught in formal classroom learning, it is also true
that the hidden curriculum can be a product of the students’ schooling. The hidden curriculum is
very powerful in developing the school culture.
PED 307 - The Teacher and the School Curriculum 3
C. Curriculum Foundations
Curriculum development scholars generally identified three categories of sources for
curriculum foundations:
1.Studies of learners and learning theory (Psychology)
2.Studies of life (Sociology and Anthropology)
3.Studies of the nature and value of knowledge (Philosophy)
Psychology as a discipline deals about understanding human behavior; hence, it is
important in curriculum development. According to Print (1993), psychology can provide
information in five important areas:
1.Educational objectives
2.Student characteristics
3.Learning processes
4.Teaching methods
5.Evaluation procedures
Meanwhile, studies about society and culture – sociology and anthropology, respectively –
affect all curriculum processes. Sowell (1996) pointed out that knowledge about the society and its
culture is important in selecting the content of the curriculum. It provides a clear understanding of
the context in which the curriculum is developed. Studies about the society and culture help
curriculum workers in understanding several social and educational issues that affect curriculum
processes and education in general.
On the other hand, philosophy as a foundation helps curriculum workers in understanding
the nature of knowledge and what subjects or topics are worthwhile. This is very important in
making decisions about the contents of the curriculum. Ornstein and Hunkins (1993) mentioned that
philosophy provides curriculum workers with a framework or base for organizing schools and
classrooms. It also provides educators with a framework for broad issues and tasks, such as
determining the goals of education, the content and its organization, and the teaching and learning
processes.
D. Curriculum Conceptions
1. Academic Rationalist Conception – considered as the oldest among the curriculum
conceptions. It stresses the importance of the different bodies of knowledge, known as
disciplines or subject areas, as the focus of the curriculum.
2. Cognitive Processes Conception – seeks to develop a repertoire of cognitive skills that are
applicable to a wide range of intellectual problems. The subject matters are instruments or tools
for developing these cognitive skills that are lasting in the lives of individuals.
3. Humanistic Conception – stresses the idea that curriculum or education is an instrument for
developing the full potential of 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.
4. 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.
5. Technological Conception – is preoccupied with the development of means to achieve
curriculum or educational goals. It views schooling as a complex system that can be analyzed
into its constituent components.
6. Eclectic Conception – is where curriculum workers find themselves aligning their ideas with
two or more curriculum conceptions. Hence, this curriculum conception reiterates the realities in
PED 307 - The Teacher and the School Curriculum 4
curriculum development that each of the curriculum conception is to be considered and is
influential to a certain extent in designing the curriculum.
E. Elements of a Curriculum
In general, a curriculum has four important elements that must be present in all curriculum
documents or before a document can be called curriculum. These four elements are curriculum
intent, content, learning experiences, and evaluation.
Curriculum Intent
Content
Learning Experiences
Evaluation
1. Curriculum Intent – is the term used to mean the direction that curriculum developers wish to
take as a result of participating in the curriculum. It includes the aims, goals, and objectives found
in any curriculum documents.
 Aims – are the broad statements of social or educational expectations. Aims include what is
hoped to be achieved by the entire curriculum.
 Goals – are statements more specific than aims. Goals are general statements of what
concepts, skills, and values should be learned in the curriculum.
 Objectives – are specific learning outcomes. Objectives include what specific concepts,
skills, and values should be learned by the students. Usually, objectives are used in making
decisions or planning about instruction.
2. Contents may include values, concepts, or skills that are important for the learners to learn.
3. Learning Experiences – include all instructional strategies that are useful for the implementation
of the curriculum. These may appear in the form of activities, strategies, methods, or approaches
that are useful in implementing the curriculum or in teaching the content.
4. Evaluation – includes the different ways and tools used for evaluating whether or not the
curriculum intents were realized. Evaluation tools are also used to evaluate the performance of the
learners after they have undergone the curriculum.
Hilda Taba (1962) observed that all curricula, no matter what design they have, are
composed of certain elements.
 A curriculum usually contains a statement of aims and specific objectives.
 It indicates some selection and organization of content.
 It either implies or manifests certain patterns of learning and teaching, whether because the
objectives demand them or because the content organization requires them.
 It includes a program of evaluation of the outcome.
PED 307 - The Teacher and the School Curriculum 5
KEEP IN MIND:
The first lesson introduced different concepts that every professional curriculum worker
should know about curriculum. Understanding these concepts is useful in appreciating curriculum
studies as an area in the field of education.
Understanding the different elements of curriculum will help curriculum workers
especially the teachers in designing curriculum and in analyzing the different curriculum materials
that are offered to schools and students.
REFERENCE:
Pawilen, Greg T. (2019). The Teacher and the School Curriculum. REX Book Store, INC,
856 Nicanor Reyes St., Sampaloc, Manila.
PED 307 - The Teacher and the School Curriculum 6
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
NAME: _____________________________________
DATE: ____________________
PROGRAM & YEAR _________________________
SCORE: ___________________
WEEKLY EXAM 1
I. MATCHING TYPE
INSTRUCTION: Match column a to column b. Write the letter of your choice on the space provided.
_______________1. This refers to various Curriculum
contents or topics that must not be taught to the students.
_______________2. This refers to what scholars propose
as the most appropriate curriculum for learners.
_______________3. This type of curriculum refers to the
actual implementation of the curriculum or what teachers
in the school teach.
a.
b.
c.
d.
e.
Supported Curriculum
Tested Curriculum
Null or Censured Curriculum
Implemented Curriculum
Ideal or Recommended
Curriculum
f. Hidden Curriculum
_______________4. This refers to the various skills,
knowledge, and attitudes that students learn in school as
a result of their interaction with other students, staff, and
faculty members.
_______________5. This refers to the curriculum that is
reflected on and shaped by the resource allocated to
support or deliver the official curriculum.
II. ENUMRATION AND DISCUSSION
INSTRUCTION: Enumerate what are asked and explain each concept using your own words.
A. Elements of Curriculum
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
PED 307 - The Teacher and the School Curriculum 7
III. ESSAY
INSTRUCTION: Answer the questions below.
1. What are the benefits and possible pitfalls of having an official curriculum prescribed to all
teachers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Why is important that the curriculum workers have a common understanding of what curriculum
is?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why is it important that the elements of curriculum must be understood by the curriculum
workers?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
PED 307 - The Teacher and the School Curriculum 8
Ave Maria College
COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
NAME: _____________________________________
DATE: ____________________
PROGRAM & YEAR _________________________
SCORE: ___________________
ACTIVITY 1 – REFLECTION PAPER
INSTRUCTION: From the inputs above, you have learned the different definitions of curriculum, types
of curriculum, foundations of curriculum, types of curriculum conception and the elements. Now, you
will write your personal definition of curriculum including your view about its importance. 1 page of
explanation is required and make sure to follow the basic format of an essay. You can either encode or
write your reflection paper, if encoded, just follow the guidelines:
Font style: Times new roman
Font size: 12
Margin: All sides .5
Spacing: 1.15
REMINDER:
Keep Weekly Exam 1 and Activity 1 in your Portfolio and submit them to your Course Facilitator on
Week 2.
Great job! 
End of Week 1
PED 307 - The Teacher and the School Curriculum 9