Republic of the Philippines
(Name of School)
LOGO
(Address)
Telephone:
Website:
Email:
COURSE SYLLABUS IN EDUC6 - THE TEACHER AND THE SCHOOL CURRICULUM
VISION
INSTITUTIONAL GRADUATE ATTRIBUTES
PROGRAM INFORMATION
LEADERSHIP SKILLS
Program Educational Outcomes Aligned to
MISSION
Creates and inspires positive changes in the organization; exercises
responsibility with integrity and accountability in the practice of one’s
profession or vocation.
Graduate Outcomes Aligned
to
Performance Indicators
GOALS
CRITICAL AND ANALYTICAL THINKING SKILLS
Expert elementary schools
classroom managers who
demonstrate an utmost critical
consideration of leaners
diversity in order to equip them
with relevant experiences across
disciplines.
1.5 Adapt and use culturally
appropriate teaching strategies
to address the needs of
learners from indigenous
groups
Demonstrates creativity, innovativeness, and intellectual curiosity in
optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.
PGO1
SERVICE ORIENTED
Responsible community builders
who mobilize the assistance of
the internal and external
stakeholders to support learning
and teaching
Demonstrates concern for others, practices professional ethics, honesty,
and exemplifies socio-cultural, environmental concern, and
sustainability.
LIFELONG LEARNING
Demonstrates enthusiasm and passion for continuous personal and
professional development.
PROFESSIONAL COMPETENCE
Demonstrates proficiency and flexibility in the area of specialization and
in conveying information in accordance with global standards.
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
PGO4
4.8 Prepare developmentally
sequenced teaching and
learning process to meet
curriculum requirements.
4.9 Identify learning outcomes
that are aligned with learning
competencies.
4.10 Demonstrate knowledge
in the implementation of
relevant and responsive
learning programs.
4.11 Seek advice concerning
strategies that can enrich
teaching practice.
I.
COURSE INFORMATION
Course Code
:
Educ 6
Course Title
:
Teacher and the School Curriculum
Pre-requisite
:
Credit
:
3.0 units
Level
:
3rd year
Semester/Year
:
1st semester / 2020-2021
Version Number
:
2.0
Course Description:
Workload of Students:
You are required to engage the activities of this course in a varied FLEXIBLE PLATFORMS AND
MODALITY, and complete the course modules either in hard print or through accessing the USEP
MVLE. The UVE or other virtual environments serve as alternative modality for students to interact
with their peers and their instructor/professor.
Faculty Information:
Name:
Email:
Contact Number:
Office:
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 teachers in planning, implementing and evaluating school-curriculum as well as in managing
school curriculum change vis-à-vis various context of teaching – learning and curricular reforms shall
be given emphasis.
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
Consultation Schedule: by appointment – may be arranged through:
 Official email
 FB messenger/class chat room
 UVE chat box
 Text or call
II.
COURSE OUTCOMES (CO):
On the completion of the course, student is expected to be able to do the following:
Course Outcomes
CO1
CO2
CO3
CO4
III.
Graduate Outcomes Aligned to
Demonstrate skills in designing and developing constructively-aligned and GO1: Expert elementary schools classroom managers who demonstrate an utmost critical consideration
developmentally-sequenced learning programs, experiences and instructional of learners diversity in order to equip them with relevant experiences across disciplines.
processes consistent with curricular needs.
Demonstrate skills in the selection and use of tools appropriate for monitoring,
critiquing and assessing instructional plans; and seek advice concerning strategies
that can enrich teaching practice.
Demonstrate knowledge in implementing contextualized learning programs and/or
instructional plans that are relevant and responsive to the needs of diverse learners. GO4: Responsible community builders who mobilize the assistance of the internal and external
stakeholders to support learning and teaching.
Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.
LEARNING EVIDENCES:
As evidence of attaining the above learning outcomes, the student has to do and submit the following:
Learning Evidence
LE1
Academic Papers
LE2
Lesson Plans
LE3
Teaching Demonstrations
LE4
Online Major Examination
Description and other Details
Course Outcomes it represents
You are required to submit academic papers as module assessment (e.g. discussion paper, synthesis papers, etc.) which
manifests the breadth of your knowledge on a certain topic/ concept. These papers should be written in accordance with the CO1, CO3, CO4
approved format and with proper referencing.
You are required to write lesson plans suit to a given situation/context.
CO1, CO2
You are required to implement your lesson plan in a simulated environment with video recording. You are required to submit
CO 1, CO2
the video recording of the simulation.
You are required to take an online Multiple Choice Test, which covers all the topics and periods discussed from week 1 to week
18. The test items require you to recall facts, , analyze situations and use your knowledge and understanding of curriculum and CO1, CO 2, CO3, CO4
curriculum development
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
IV.
MEASUREMENT SYSTEM: (RUBIRCS)
OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:
AA1
AA2
Assessment Activity
Description and other Details
Lesson Deliverables
Participation in Discussion Fora
You are required to submit various lesson deliverables in the modules.
You are required to participate in the discussion for a by posting discussion topic and commenting on posted
topics by your classmates. To rate your participation, 100-0 rating will be used.
V.
Course Outcomes it represents
CO1, CO2, CO3, CO4
CO1, CO2, CO3, CO4
GRADING SYSTEM:
The final grade in this course will be composed of the following items and their weights in the final grade computation:
Assessment
Item
AA1
AA2
LE1
LE2
LE3
LE4
Grade Source (Score or Rubric Grade)
Passing Grade
Passing Grade conditions:
Percentage of Final Grade
Rubric
Score
Rubric
Rubric
Rubric
Score
10%
10%
15%
15%
15%
15%
100%
75%
Students shall submit all the necessary outputs and take all examinations. In case of lacking output or examination, the grade of inc shall be
given in accordance with the existing rules and regulations reflected in the student handbook.
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
VI.
LEARNING PLAN:
In order to achieve the outcomes of this course, learners will go through this learning plan
Intended Learning Outcomes (ILO)
 Discuss the rationale for taking this course
Course
Outcome
Weeks
Topics
Week 1
The role of this course in the
attainment of USeP VMGO, IGA,
PEO and GO
 VMGO
 Institutional Graduate
Attributes
 Program Educational
Outcomes
 Graduate Outcomes
 The Assessment for Learning
2 course
 Establish the connection of this course to
the attainment of the graduate outcomes,
program educational outcomes, institutional
graduate attributes and the VMGO of USeP
 Outline the assessment component of this
course and identify the key knowledge and
skills required for management of
curriculum and instruction
At the end of Unit I, pre-service teachers
should be able to:
a. define the major conceptions of curriculum;
b. and analyze the nature of the curriculum.
c. come up with a definition of curriculum
Module 1: Nature of Curriculum
Week 2
d. distinguish terms and concepts related to
curriculum
e. explain the nature and importance of
curriculum in schools.
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
Lesson 1: Definitions of
Curriculum
Lesson 2: Major Conceptions
Teaching-Learning Activities
(TLA)
Discussion
Assessment
Activities
Critiquing
Activity: 9-box (definitions of
curriculum)
Analysis: Synthesis Writing on
Own Description of Curriculum
Abstraction: Input on Definitions
of Curriculum
Application:
One paragraph synthesis paper on
definition of curriculum
Activity: Scavenger Hunt
Analysis: Q and A
Abstraction: Input on Major
concepts on Curriculum
Application:
3-2-1 papers
Module
Assessment
Discussion paper
on Nature and
Importance of
Curriculum to
different
stakeholders of the
school (teachers,
administrators,
students and
parents)
Required Reading
 VMGO
 Institutional
Graduate
Attributes
 Program
Educational
Outcomes
 Graduate
Outcomes
 Management of
Curriculum and
Instruction
Learning
Evidence
At the
of the
pre-service
k. end
Identify
themodule
different2,models
of
teachers
should be
able to:and development
curriculum
planning
l. Discuss the roles of the participants in
a. each
Compare
model the four philosophical
m.Cite
foundations
the curriculum
of curriculum:
planning
perennialism,
challenges
facingessentialism,
the Philippines
progressivism
andst century.
education
in this 21
reconstructionism.
n. Explain
the roles of the most important
At the end of the module 2, pre-service
b. sectors
Explain
in curriculum
the influence
planning
of the four
in the
teachers should be able to:
Philippines
educational
in K-12
philosophies
programon
o. Describe
curriculum
the goal-based model of
a. Identify what influences people’s
curriculum
planning
in theofPhilippines.
c. Identify
the
application
perception
on
educational
purposes.
p. b.Define
behaviorist,
the curriculum
cognitivist,
implementation
constructivist
Describe
how
educational
q. Discuss
and
humanist
the issues,
principles.
challenges
philosophy
of school
is beingin
d. curriculum
Come
up
implementation
with
own
description
of
developed.
learning
r. c.Examine
models
of
curriculum
Explain the significance of
implementation
considering aims, goals and
objectives to the process of
s. e. Demonstrate
Examine
knowledge
society
on
the “why”,
the
curriculumhow
design
andinfluenced
organization
“how”
curriculum
and
“what”
of
curriculum
d. Identify the sources of educational
f. evaluation.
Describe
aims. the relationship of society
and
curriculum.
e. Discuss
the different domains of
t.
Determine
parameters
to identify
learning
g.
List
the
from
legal
innovations
legs
curriculum
in the in the
in
f. change
Determine
how
theofcontents
curriculum.
the
Philippines
curriculum are selected.
Explain
of these
u. h.
the the
need
for change
and legalof
g.Justify
Discuss
theinfluence
different
approaches
legs
to
the
curriculum
in
the
innovations
in
the
curriculum
curriculum design
v. h.LayPhilippines
out strategy
to change
and
Explain
the vertical
and horizontal
innovate
curriculum
in
the
school.
organizations of curriculum design.
i.
j.
Map the common qualities of CD
Write a comprehensive review of the
following: Subject center, learner
centered and problem centered CD.
Module3:2 Curriculum
Foundations of
Lesson
Week 3- Development
Curriculum and Planning
4
Lesson 1: Philosophical
Foundations of Curriculum
Activity: Misconception
Activity:
Idea Bubbles Check
Analysis: QDiscussion
Analysis:
and A Forum
Abstraction:
Abstraction: Concept
Input (text)
mapping
Application:
Application:
From text to meaning
Lesson Plan for teaching
demonstration
Module 3: Phases and Process
Week 4- of Curriculum Development
8
Lesson 1: Curriculum Planning
Lesson 2: Psychological
Lesson
Foundations
Curriculum
- 4:Elements
of Curriculum
Implementation
Planning
1. Models of implementation
2. Change processes
3. Institutionalization
Activity: Benchmark Questions
Analysis: Discussion Forum
Abstraction: Input
Application:
Activity:
9-box challenge!
One – paragraph
reflection(one
paper
Activity:
definitionInitial
of learning
Venn Diagram
per box)
Analysis:
Analysis: QQ and
and AA, Discussion
Abstraction:
Forum
Input
Abstraction:Venn
Input Diagram
Application:
Application:
One-paragraph reflection paper
Activity:
Activity: KWL
Complete the timeline
Analysis:
Analysis: QQ and
and A/
A Discussion
Abstraction: Input
Forum
Application:
Short synthesis
paper
Abstraction:
Input
Application:
Activity: Reading:
Learning
RA 10533
synthesis
Activity:
Analysis:What
Q and
doAyou
on think?
RA 10533
Abstraction:
Input:
Analysis:
Q and
A Summary of
Activity:
legal
foundations
of curriculum
Abstraction:
Input
Analysis:
Application:
Application:
Abstraction:
Reflection
Reflection: paper on “What and
Application:
How
“K-12toand
improve
Me” (Identity
the
curriculum’
paper)
Reversed
3-2-1
paper
Lesson 5:
3: Historical
Curriculum
–
Evaluation
Sociological Foundations
1. Reasons for evaluation
2. Types of evaluation
Week 9- 3.
Lesson
Evaluation
4: Legal
models
Foundations
10
Module
4:Curriculum
Trend andDesign
Issues
Lesson 2:
on
Curriculum,
Curriculum
and Organization
Development
andin curriculum
1. Approaches
Improvement
designing
Lesson
1: Curriculum
2. Types
of curriculum design
Improvement
3. Elements of designing
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
4. Components of curriculum
1. Levels
of curriculum
design
improvement
1 – subject
2 – competencies
3 – lesson objectives in each
competency
Module
Assessment
Discussion paper
reflecting the your
own philosophy of
teaching and
learning and how
Module
does it affect your
Assessment:
“future” teaching
practices/strategies.
Teaching
Demonstration
(Video)
-PST will be given a
classroom /
learning situation
(e.g. online class,
PE class, etc.) and
will conduct
teaching
demonstration
Module
Assessment:
Develop a lesson
anchored to DepEd
Competency using
a research-based
teaching strategy
contextualized to a
certain local
community.

w.
demonstrate research-based
knowledge on the different trends and
issues on curriculum and curriculum
development
x.
demonstrate knowledge of teaching
strategies that are inclusive of learners
from indigenous groups.
2. Approaches to curriculum
improvement
Lesson 2: Researches on
Curriculum Development
Lesson 3: Contextualization of
the Curriculum (Indigenization
and Localization)
Activity: Research Reading
Analysis: Q and A
Abstraction: Input
Application: Research Dissect on
teaching strategy.
Activity: Describe your Locality
(How does it vary from other
locality?)
Analysis: Q and A
Abstraction: Input
Application: Strategy paper on
Contextualization
WEEK 16-17 - COMPLETION OF REQUIREMENTS
WEEK 18 – Deadline of Module Deliverables
VII.
1.
2.
3.
4.
5.
6.
7.
8.
REFERENCES/ARTICLES TO READ: (Must be written in APA Format)
Bilbao, P.P., Dayagbil, F.T., Corpuz, B.B. (2014). Curriculum development. Quezon: Lorimar Publishing, Inc.Beins.
Bilbao, Purita P. (2008). Curriculum development. Manila: Lorimar Publishing Incorporated.
Garcia, Dolores G. (2007). Designing curriculum. Manila: Rex Book Store.
Palma, Jesus C. Curriculum development system. A handbook for school practitioners in basic education.
Perna, Daniel; Davis, James (2000). Aligning standards and classroom success: classroom success. Arlington Heights, Ill. :Skylight Professional Development.
_______. 2006.Curriculum Theory and Development. Faculty of Education. Selected readings. University of Southern Queensland.Toowoomba, Queensland, Australia.
A Guide to Curriculum Development: Purposes, Practices, Procedures Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?A=2618&Q=321162/
Overview of the Curriculum Process. Retrieved from http://www.fao.org/docrep/009/ah650e/AH650E03.htm#TopOfPage
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
VIII.
CLASSROOM POLICIES:
1. Class attendance and participation. It is very essential for students to attend class activities on regular basis. Since the course will cover a broad range of topic, it is the students’ responsibility to look for
the materials covered in this course whether or not it is found in the textbooks. In this way, students can participate in any form of discussion in the classroom. Participating in classroom discussion is strongly
encouraged to help the students feel more comfortable with the learning materials while at the same time giving the class the benefit of each one’s ideas and perspective. In this way, the instructor will be able
to determine what needs to be clarified and be able to teach more effectively.
2. Assignments and Tasks. Assignments and tasks will be given frequently throughout the semester after each lecture. It is the students’ responsibility to get a copy of the assignment tasks from the instructor.
The assignment will depend on the topic discussed which should be submitted on the agreed date. It must be written based on the format agreed in the class.
3. Group work. Students are encouraged to work together specially in group requirements. Students may share ideas is doing assignments and other requirements provided that each student or group submit
requirements that only reflect their original work or ideas.
4. Academic Honesty. All USePians are bound to follow the rules and regulations stipulated in the student handbook of the University and the College of Teacher Education and Technology. All University
policies regarding academic honesty apply to this course. Must not submit a plagiarized copy or form of any assessment output
5. Use of Virtual Learning Environment and other platforms. You are expected to have sufficient computer literacy skills such as the use of email, facebook, search engines and VLE platforms.
Prepared by:
Reviewed by:
COURSE SYLLABUS in Educ 6: THE TEACHER AND THE SCHOOL CURRICULUM
Approved: