De La Salle University- Dasmarias

College Of Education
EDUC139- Curriculum Development

Name:_

Ryan Jacob C. Agdon

Course/Year/Section: BSE 21

Professor:
Academic Year: 20_

- 20

Semester:

1st

2nd

TAKE ACTION!
To further learn about the concepts of curriculum, let us do some activities. You may do the following
activities individually, in dyad, or in groups of not more than five. Follow the instructions in each activity.
Activity 1: Curriculum Defined
In this activity, let us find out how teachers, students, educators define curriculum from their own points of
view..
With a classmate, interview the following persons: (elementary grade teacher, school principal, aollege
teacher, student teacher, non-education college student). Ask each one the question: What is curriculum to you?
Record their answers and present the definition as a matrix likes:
Persons Interviewed
Elementary Grades Teacher
Name:
School/University:
Signature:
Date Signed:
School Principal
Name:
School/University:
Signature:
Date Signed:
College Teacher
Name:
School/University:
Signature:
Date Signed:

Answer to Question: What is Curriculum to you?

Student Teacher
Name:
School/University:
Signature:
Date Signed:
Non-Education College Student
Name:
School/University:
Signature:
Date Signed:
Barangay Officials
Name:
School/University:
Signature:
Date Signed:

Comments:

Activity 2: Identifying the Curricula Operating in the schools.

This Activity is for a group of five. Visit a school of your choice. Observe and interview the appropriate
persons like the classroom teacher, students or principals. Identify the existence of the different curricula. Write
specific examples. Record your data in a matrix like the one below
Name of School: AMADEO NATIONAL HIGH SCHOOL
Types of Curricula
Operating in School
Recommended Curriculum

Written Curriculum

Taught Curriculum

Supported Curriculum

Assessed Curriculum

Learned Curriculum
Hidden Curriculum

Examples from Observations of Interviews

Most of the school curricula are recommended. The curriculum may come
from a national agency like the DepEd, CHED, DOST or any professional
organization who has stake in education. For example the Philippine
Association for Teacher Education (PAFTE) or the Biology Teacher
Association (BIOTA) may recommend a curriculum to be implemented in
the elementary or secondary education.
This includes documents, course of study or syllabi handed down to the
schools, districts, divisions, departments or colleges for implementation.
Most of the written curricula are made by curriculum experts with
participation of teachers. These were pilot-tested or tried out in sample
schools or population. Example of this is the Basic Education Curriculum
(BEC). Another example is the written lesson plan of each classroom teacher
made up of objectives and planned activities of the teacher.
The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are
implemented in order to arrive at the objectives or purposes of the written
curriculum. These are used by the learners with the guidance of teachers.
Taught curriculum varies according to the learning styles of students and the
teaching styles of the teachers.
In order to have a successful teaching, other than the teacher, there must be
materials which should support or help in the implementation of a written
curriculum. These refer to the support curriculum that includes material
resources such as textbooks, computers, audio-visual materials, laboratory
equipments, playground, zoo and other facilities. Support curriculum should
enable each learner to achieve real and lifelong learning.
This refers to a tested or evaluated curriculum. At the duration and end of the
teaching episodes, series of evaluations are being done by the teachers to
determine the extent of teaching or to tell if the students are progressing.
This refers to the assessed curriculum. Being Assessment tools like penciland-paper test, authentic instruments like portfolio are being utilized.
This refers to the learning outcomes achieved by the students. Learning
outcomes are indicated by the results of the tests and changes in behavior
which can either be cognitive, affective or psychomotor.
This is the unintended curriculum which is not deliberately planned but
modifies behavior or influence learning outcomes. There are lots of hidden
curricula that transpire in the school. Peer influence, school environment,
physical condition, teacher-learner interaction, mood of the teachers and
many other factors make up the hidden curriculum.

Activity 3: Curriculum from two points of view: Traditional and Progressive

In this courses that you are currently taking. Identify practices that can be considered as following, the
traditional orientation and those that are progressive in orientation. Give specific examples or illustrations.

Point of View of Curriculum

Traditional Curricular Practices

Illustrative Example of Practice

Progressive Curricular Practices

Reflect:
Let us pause for a while and reflect on what we have read, discussed, shared and observed in the lesson. This
portion will require you to have a deep thinking. Answer the questions by yourself first, then get a partner and share
your ideas. Listen to yout partners ideas also.
1.) Can a school exist without a curriculum? Why or why not?
Anything can exist but will it work is the key. Without structure & rules a school wouldn't be of much use to
anyone attending. (It would be more like chaos) When a group of people are together for learning, first there has to
be a curriculum or no one would know where, when, & what they are supposed to be doing throughout the day. Then
comes structure, without it the group wouldn't be able to work together, (everyone has an opinion) arguing about who
is right instead of learning, "what is right", we send our children to school to learn. So my answer is, "no" a school
wouldn't work without curriculum. Yes it could exist, the building & teachers are there. (Thats existing) Learning
without a curriculum & a structured environment would be the problem.
Setting a curriculum is just like setting a goal. A goal to make the students achieve there dreams. A goal that
will make students successful! An effective curriculum offers teachers, administrators and students with structure and
sense of progression. Curriculum can impact on both the students and the teachers. For teachers, they can have ideas
and the techniques that will enable the success of the student. Without a curriculum that will serve as a guide to
teachers, they can be out of their way of teaching the students. For students, curriculum gives them understanding on
what they need to accomplish.
So what if a school doesn't have a curriculum at all? Will it succeed? First of all, without having a
curriculum it doesn't give a sense of order and may confuse not only the students but also the teachers. Without an
effective curriculum, students will not be able to understand or face the challenges of the society. Also, teachers will
not be able to focus on the subjects that they will be teaching the students.
There are some considerations that the school should regard as in having an efficient curriculum. For
example in an Elementary school, the curriculum should be focusing on the things that will make a pupil understand
the basic things in life: the basic education; say for example in Math, the fundamental addition, subtraction,
multiplication and division. For Secondary schools, the curriculum should be focusing on developing the adolescence
of a student. It will help the awareness of the student of the society. How he or she will react to the chaos of the
society. The lecturing type is a bit harder this time just say for example other complicated Mathematics branches are
being taught. Sight for example the Algebra, Trigonometry, and Geometry. For tertiary schools, the curriculum must
be focusing on helping the student set up for his or her own future.
With proper curriculum in this level, the student prepare in finding job. The student will eventually become
successful and can provide grants for adults. He or she can be a professional depending on how well the curriculum
is organized.
Now, we already gained knowledge on the importance of having an efficient education curriculum for
schools. The future of the youth and the society depends partly on the curriculum set-up of the school. The school
should be specific enough to present the curriculum. The students must need extra effort to meet whatever curriculum
is implemented by the school. And the teachers must be teaching according to the standards given by the school.
Therefore, a school as an institution needs to have an efficient curriculum for the betterment of its teachers, students,
and the society.

2.) How does a strong belief or philosophy influence curriculum?

It gives meaning to the decisions and actions of curriculum workers. The philosophy of the curriculum
worker is reflected in his/her work. Their life experiences, common sense, social and economic background,
education, and general beliefs about people are brought into and reflected through their work. The philosophy
advocated or reflected by a particular school or business and its officials influences its goals and content as well as
the organization of its curriculum!
3.) As future teachers, how important will a curriculum be to you?

4.) What are the implications of an ever changing curriculum to teacher?

De La Salle University- Dasmarias

College Of Education
EDUC139- Curriculum Development

Name:_

Professor:

Course/Year/Section:

Academic Year: 20

- 20

Semester:

1st

2nd

My Alma Matter Profile

Name of School:
A. Mission

B. Vision

C. Philosophy