CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos
SYLLABUS ON THE TEACHER AND THE SCHOOL CURRICULUM
Course No. PCED102
No. of Units: 3 units
Pre-requisites:None
Course Descriptive Title :
No of Hours :
The Teacher and the School Curriculum
54 hours
Course Description: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 change vis-a vis various context of teaching –learning and curricular reforms shall be given emphasis.
CILO Course Intended Learning Outcomes:
1
identify the personal and professional competencies of teachers
(Competent and Productive Professional)
2
describe the traits of 21st century teachers
(Competent and Productive Professional)
3
explain the Philippine Professional Standards of Teachers (PPST)
(Competent and Productive Professional)
4
elaborate on curriculum and curriculum development concepts, nature and purposes (Proficient Communicator)
5
compare curriculum models and approaches (Proficient Communicator )
6
explain curriculum delivery and implementation(Proficient Communicator)
7
relate the importance of different stakeholders in curriculum implementation (Competent and Productive Professional)
8
apply the tools or instruments for monitoring curriculum implementation and assessment in real life situations.(Life-long learner)
CEU VISION – MISSION STATEMENT
CENTRO ESCOLAR EXPECTED
EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY
LIFELONG LEARNER
The education graduates are expected to become:
Ciencia y Virtud ( Science and Virtue)
 Learns and works independently as well as collaboratively.
 Translates knowledge generated from research and other E – Excellent teachers with high regard for
UNIVERSITY VISION
Science and Virtue (PPST Domain 1)
sources to improve quality of life.
To be the University of First choice
D
–
Dynamic designers of appropriate
 Creates new ideas to better understand society
learning environments (PPST Domain 2)
 Evaluates own thinking, behavior and spirituality for self-growth
UNIVERSITYMISSION
U
–
Understanding
educator of diverse
REFLECTIVE AND CREATIVE THINKER
To promote a brighter future for our students,
learners
(PPST
Domain 3)
 Thinks critically and creatively.
for the Philippines and for the world.
C – Creative and critical implementers of
 Open-minded.
relevant and responsive curriculum
 Solves problems systematically.
CEU CORE VALUES
(PPST Domain 4)
 Loves art and shows artistic sensibility.
A – Adept in various types of assessment
CARING AND TRUSTWORTHY CITIZEN
PCED102 The Teacher and the School Curriculum
Page 1 of 12
(PPST Domain)
 Values people and acts in unity with others.
 Commits to social justice and principles of sustainability and R – Responsible partners of different
stakeholders in the community
respect for diversity.
(PPST Domain 6)
 Practices good stewardship and accountability.
 Manifests social responsibility by helping improve conditions of E – Enthusiastic and engaged lifelongLearners (PPST Domain 7)
those who have less in life or circumstance.
PROFICIENT COMMUNICATOR
 Articulates ideas clearly for varied purposes and audiences of
diverse culture.
 Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
 Utilizes effectively appropriate media and information
technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
 Initiates, innovates better ways of doing things and accountability.
 Promotes quality and productivity.
CILO CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1
2
3
4
5
6
7
Apply the rootedness of education in philosophical , socio, cultural , historical,
/
/
psychological and political contexts(PPST 1)
Demonstrate mastery of subject matter/ discipline ( PPST 01)
/
/
/
/
/
/
/
Facilitate learning using a wide range of teaching methodologies and delivery modes
/
appropriate to specific learners and their environments (PPST3)
Develop innovative curricula, instructional plans, teaching approaches and resources for
/
/
/
diverse learners(PPST 4)
Apply skills in the development and utilization of ICT to promote quality , relevant and
/
sustainable educational practices (PPST 4)
Demonstrate a variety of thinking skills in planning, monitoring assessing and reporting
/
/
/
/
/
/
learning processes and outcomes(PPST 5)
Practice professional and ethical teaching standards sensitive to local, national and
/
global realities(PPST 7)
Pursue lifelong learning for personal and professional growth through varied
/
/
/
experiential and field based opportunities(PPST 7)
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
1
2
3
4
5
6
7
8
PCED102 The Teacher and the School Curriculum
CILO
8
/
/
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Intended Learning Outcomes
Content
Teaching Learning Activities
MODULE1 The Teacher
Identify the personal and
professional characteristics
of teachers through
clustering


Describe the twenty first
century skills of teachers

The Traits of The 21st Century of
Teachers

Explain the Philippine
Professional standards for
Teachers (PPST)

The Philippine Professional
Standards For Teachers (PPST )

Analyze the P21 skills in
relation to curriculum
development

Write insights on the P21
skills in relation to
curriculum development

The Professional and Personal
Competencies

Demonstrate
understanding of a
teacher as a Curricularist
Assessment

Sharing of experiences


Accomplished clustering
Insights gained from the
activity

Picture analysis of The P 21 skills

Insights gained on the P21
skills

Interactive Discussion on the
Philippine Professional Standards
for Teachers ( PPST) with
emphasis on the Beginning Teacher
Indicators

Quiz on the PPST
Use of Clustering Techniques
MODULE 2 The Teacher as a
Curricularist

Time
Allotment
3 hours
3 hours

Graphic Organizer on the Roles of
Teacher as a Curricularist

Accomplished graphic
organizer

Accomplishing the Curricularist
Survey Tool

Accomplished The Teacher
as a Curricularist
Survey Tool

Observing a curriculum in the

Accomplished observation
notes
.

Describe the roles of
Teachers a curricularist

Enhance understanding of
the role of the teacher as
a curricularist

Discuss the different

Types of Curricula in Schools
PCED102 The Teacher and the School Curriculum
Page 3 of 12
Intended Learning Outcomes
Content
Teaching Learning Activities
curricula that exist in the
schools

Assessment
classroom
Design a graphic
organizer on the roles of
teacher as a curricularist
MODULE 3The Teacher as a Knower
of Curriculum

Time
Allotment
Describe curriculum from
the different points of
view.

Explain the nature and
scope of curriculum

Make a compare and
contrast matrix on
traditional and
progressive view of
curriculum

3 hours
,
Curriculum from different points of
view.

Completion on checklist of
Traditional and Progressive
curriculum

Writing their contextual
definition of curriculum
a. Traditional View
b. Progressive View

Using compare and contrast matrix
MODULE 4 Approaches To School
Curriculum

Demonstrate knowledge
and understanding on the
different approaches to
school curriculum


Make an inventory of
curriculum approach on
content, process and
product


Write insights on the three

Curriculum as a body of knowledge
a. Criteria in the selection of Content
b. Guide in the selection of Content
c. Basic Principles ofCurriculum
Content
Curriculum as a ProcessGuiding
Principles
Curriculum as Product
PCED102 The Teacher and the School Curriculum
3 hours

Making an Inventory of curriculum
Approach on Content , Process and
Product

Accomplished Inventory of
Curriculum Approach

Writing of insights on How would

Accomplished insights
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Intended Learning Outcomes
Content
Teaching Learning Activities
approaches to curriculum

Explain and summarize
the curriculum
development process
and models through
cyclical process

Curriculum Development Process
a. Planning
b. Designing
c. Implementing
d. Evaluating

Analyze different
curriculum models

Curriculum Models (and Designs)
(Taba, Tyler, Saylor & Alexander,
Oliva)
3 hours

Explaining the cyclical process of
curriculum development process

Documentary Analysis of the
Different Example Models

Short quiz on the
curriculum process

Accomplishment on the
matrix on curriculum
models

Writing insights on the
foundations of the
curriculum which has
influenced what you have
learned in school
Accomplish the matrix of
curriculum models
MODULE 6 Foundations Of
Curriculum

Describe the foundations
of Curriculum
development

Explain how each
foundation influences the
curriculum development
Write insights on the
foundation of curriculum

Assessment
you prepare yourself to become a
teacher , using the three approaches
to curriculum
MODULE 5 Curriculum Components
and Approaches

Time
Allotment

Foundations of Curriculum
a. Philosophical
b. Historical
c. Psychological
d. Social
PCED102 The Teacher and the School Curriculum
3 hours

Exploring the web by groups
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Intended Learning Outcomes
Content
Teaching Learning Activities
MODULE 7Crafting the Curriculum

Identify the fundamentals
of curriculum designing

Appreciate the task of
designing a curriculum

The fundamentals of curriculum
designing10 axioms of curriculum
design


Elements of Curriculum design
Application of other Concepts to other
Curriculum Designs

Activity on Finding an Example
MODULE 8 Approaches to
Curriculum Design

Identify some familiar
curriculum designs and
approaches to the design

Analyze the approaches
In the light how these are
applied in school setting

Write reflection on
curriculum design/
approaches

Design Curriculum
Mapping as part of
Curriculum Designing

Identify the purposes of
curriculum maps

Familiarize oneself of
some examples of
Assessment

Accomplished matrix

Writing of reflections
3 hours
Types of curriculum design models
a. Subject-centered Design
b. Learner-centered Design
c. Problem-centered Design

Approaches in Curriculum Design

Group sharing
a. Child-centered approach
b. Subject-centered approach
MODULE 9 Curriculum Mapping

Time
Allotment
3 hours
6 hours

Curriculum Mapping Process

Making of Curriculum Map

Examples of Curriculum Maps

Analyzing of Curriculum Map
PCED102 The Teacher and the School Curriculum
Page 6 of 12
Intended Learning Outcomes
Content
Teaching Learning Activities
Time
Allotment
Assessment
curriculum maps


Accomplished Curriculum
Map
Make a sample of a
curriculum maps
MODULE 10Implementing the
Curriculum

Define Curriculum
Implementation

Analyze What is change
process in curriculum
Implementation

Explain the process of
curriculum implementation

Write insights on the
curriculum implementation
as a change process

Define Curriculum Implementation

Curriculum Implementation as a
Change Process
Categories of Curriculum Change

3 hours

Completion of Matrix of Driving
Force and Restraining Force Factors

Accomplished Matrix

Sharing of insights

Insights gained

Accomplished Lesson
Plans
MODULE 11 Implementing A Curriculum
Daily in the Classroom

Review the components
of daily plan for teaching

Identify intended learning
outcomes

write daily learning plans



3 hours
Revised Bloom’s Taxonomy
Cone of Learning Experience
Learning Styles

MODULE 12 The Role Of Technology
PCED102 The Teacher and the School Curriculum
Writing a Group Lesson Plan per
subject area
3 hours
Page 7 of 12
Intended Learning Outcomes
Content
Teaching Learning Activities
Time
Allotment
Assessment
in Delivering the
Curriculum

Discuss the role of
technology in curriculum
application

Enhance the application
of outcomes-based
learning with technology
both as an aid and
platform for learning

Analyze the systematic
lesson planning in which
the appropriate choice of
media comes to play

Factors in Technology Selection

The Role of Technology in
Curriculum Delivery

Creating a technology based
material based on a given plan
MODULE 13Stakeholders in
Curriculum
Implementation

Identify the stakeholders
of the curriculum

Enumerate the roles of
each stakeholder in the
curriculum

Stakeholders in Curriculum
Implementation

Roles of the stakeholders in
curriculum implementation
PCED102 The Teacher and the School Curriculum

Scoring rubric on
technology based material

Interview protocol on
stakeholders
3 hours

Conducting Interview on the different
stakeholders
Page 8 of 12
Intended Learning Outcomes
Content
Teaching Learning Activities
MODULE 14Evaluating the
Curriculum

Demonstrate knowledge
and understanding of
Curriculum Evaluation

Explain the need to
evaluate the curriculum
and how it is being done

Describe the different
curriculum evaluation
models

Curriculum Evaluation: Process and
a Tool

Reasons for Curriculum Evaluation



Discuss curricular
innovations in the global
and international sector

Different Curriculum Evaluation
Models

6 hours

Curriculum Innovations
a. Local trends
1.1 UBD Model
1.2 MTB-MLE
1.3 K + 12 Curriculum Background
and Fundamental Principles
1.4 ADS (Alternative Delivery
System)
b. Global Trends
Conduct a panel
discussion on internet
trends and innovations
Assessment
Evaluating a Curriculum through a
Checklist
MODULE 15 Some Curriculum
Innovations

Time
Allotment
6hours

Writing of reflections
Conducting a panel discussion on
the local and international trends
and innovations
Curriculum Issues, Concerns and
Responses
1.1 CMO No. 30 s. 2004 New
Teacher Education
1.2 CMO No. 52, s 2007.Revised
Policies and Standards for
Undergraduate Teacher
Education Curriculum
PCED102 The Teacher and the School Curriculum
Page 9 of 12
Intended Learning Outcomes
Content
Teaching Learning Activities
Time
Allotment
Assessment
1.3. National Competency-Based
Teacher Standards (NCBTS):
Implications to Curriculum,
Instruction, Evaluation
Course Requirements:
Grading Scheme:
References:






Writing of Insights / Reflections
Interviews
Actual school visits
Documentary Analysis
Group work
Lesson Plans
2/3 Class Participation and 1/3 Periodic Exam
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PCED102 The Teacher and the School Curriculum
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PCED102 The Teacher and the School Curriculum
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Journals:
Foreign Titles
1. Communication Education
2. English Education
3. Journal of Educational Research
4. Journal of Special Education Technology
Local Titles
1. Asia Pacific Education Research
2. Health & HomeModern Teacher
Online Databases:
1.
2.
3.
4.
5.
6.
CIPPA (Computerized Index to Philippine Periodical Articles)
CREDO Reference
Emerald insight
Gale Cengage Learning Expanded Academic ASAP
HERDIN
ProQuest Dissertations & Theses
Prepared by:
Date:
(Sgd.) Milagros L. Borabo, LPT, Ph.D.
Head, Education Program
PCED102 The Teacher and the School Curriculum
Approved by:
June 5 ,2018
(Sgd.) Maria Rita D. Lucas, LPT, Ph.D.
Date:
June 5, 2018
Dean, SELAMS
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