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Tarlac State University

College of Education
Center of Development

Submitted by:

BEEd 3-1

Submitted to:
Mr. Ernesto S. Mataba Jr.
FS4 Exploring the Curriculum
FIELD STUDY
________________________________________________________________________________

Episode 1 THE INTENTION

Each school has a Vision, Mission, Goals and Objectives for its students. It stands on
the conviction that every learner should attain functional literacy necessary to adapt to the
changing environment.

OBJECTIVES

1. Understanding the curricular goals and objectives.


2. Communicate clear learning goals appropriate to the learners.
3. Establish learning environment that responds to the needs of the society.
4. Demonstrate that differences among children have to be addressed through the
curriculum.

PROCEDURE

To meet the objectives, you have to do these tasks.

1. Visit a school.
2. Get a copy of the schools vision and
mission.
3. Analyze the vision and mission of the
school relative to the existing school’s
curriculum.
4. Prepare an analysis report.
ACTIVITY 1: VISION, MISSION, GOALS AND OBJECTIVES
Find the vision, mission, goals and objectives of the school. Write them in
the box provided for.

VISION

MISSION
GOALS

OBJECTIVES

Are the VMGO of the school in accordance with the goals of the Basic
Education Curriculum? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ACTIVITY 2: LOCALIZATION OF THE CURRICULUM
Learners differ in many ways. They differ in cultural backgrounds, in their needs and
interest and in mental abilities. They differ in their ways of life, too. However these differences
have to be addressed through the curriculum as part of the challenges of one of the programs of
DepEd, Education For All (EFA). The use of the indigenize/localize curriculum can be
recommended.

Did the teacher indigence/localize the curriculum? Find the answer by observing her
class. Indicate with check mark (✓) the activities/practices done to make the curriculum relevant
and suitable to the demands of the different groups of students.

____ 1. Cites examples from local culture when the topic is related.

____ 2. Displays local artifacts in the classroom.

____ 3. Uses indigenous aids in teaching such as artifacts.

____ 4. Discusses local problems and issue in the community.

____5. Introduces local songs and dances through co-curricular activities.

____ 6. Uses the dialect of the community in teaching.

____ 7. Encourages the students to participate in local celebrations.

____ 8. Incorporates community resources in teaching.

 Invites resources persons in the community


 Visit scenic sports

____ 9. Includes in the lesson local legends.

____ 10. Acknowledges important contributions of local people.


Activity 3: MY ANALYSIS REPORT

Compare the VMGO of the Department of Education and the VMGO of the school you
visited. Write your observations, Focus on:

Scope
Competencies
Compliance
Resources (Human and Material)

An Analysis Report
FS4 Exploring the Curriculum
FIELD STUDY

Episode 2 THE IMPLEMENTATION

The curriculum is implemented on the belief that it will lead to national development.
Thus, it serves as the means to move forward to the future. As it is implemented, the school
provides learning opportunities to the students as well as the facilities, tools and equipment to be
used and the teachers to handle them.

OBJECTIVES
Episode 2 aims to identify processes in the effective implementation of the curriculum.
The episode also determines the teaching methods/approaches, instructional resources, learning
activities aligned to the existing curriculum.

PROCEDURE
To attain the objectives, the episode is divided into several parts:
Part I Making the Curriculum Works
Part II School Practices
Part III The Teacher as Implementor of the Curriculum
Part IV Textbooks and other Resources Materials

As you read each part of the episode, follow the suggested steps.
PART I MAKING THE CURRICULUM WORKS
ACTIVITY 1: SCHOOL DATA
Gather data stored in the Educational Management Information System (EMIS). This will
give a good picture of the states of education in the school.

SCHOOL ENROLLMENT BY GRADE/YEAR LEVEL


Grade/Year Male Female Total
I 20 15 35
II 30 25 55
III 35 20 55
IV 40 30 70
V 40 35 75
VI 35 40 75

DROP- OUT RATE N/A

1. How did the data affect the attainment of the Vision, Mission, Goals and
Objectives of the school?
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2. What are the factors affecting the rate of:

A. Enrollment
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B. Drop-out
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C. Completion
________________________________________________________________________
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D. Achievement
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ACTIVITY 2: THE SCHOOL FACILITIES AND EQUIPMENT

The school provides a learning environment that promotes the attainment of its
goals. In order to respond to the needs of the learners, the school personnel sees to it that
a conducive surrounding is provided to them.

1. List down the school facilities that help in the implementation of the curriculum
______________________________________________________________________________
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2. What will happen if the schools do not have enough facilities?


________________________________________________________________________
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3. What alternatives can you suggest in place of the following:


3.1 Science tools and equipment
________________________________________________________________________
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3.2 Physical Education apparatus


________________________________________________________________________
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3.3 Shop and Garden tools


________________________________________________________________________
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4. What other sources can you suggest to help the school in the procurement of these
tools/equipment?
________________________________________________________________________
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ACTIVITY 3: THE CLASS PROGRAM
Read the schedule of classes of the grade/year level you are observing. Record the
learning areas, its sequence and time allotment.

1. Are the subjects properly sequenced? Why? Why not?


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Is the time allotment for each subject in accordance with the Basic Education Curriculum
guidelines?
________________________________________________________________________
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3. Do the learners have enough time to rest and prepare for the next subject?
________________________________________________________________________
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4. What other activities are included in the class program? List them down.
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5. Are there teachers who are either overloaded or under loaded?


- What other activities/tasks are performed by teachers who are under loaded?
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6. What incentives (if any) are enjoyed by teachers who are overloaded?
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ACTIVITY 4: CLASS SIZE

There are factors that contribute to the low performance of the students. Some
teachers say that the curriculum is to be blamed. Others believe it is the lack of teacher’s
competence to teach the subject that affected the student’s performance, while some
people think it is because of the lack of textbook and support from parents that served as
blocks to affective learning.

How about the class size? The enrollment in the public schools ballooned into
an uncontrolled size.

Consider the number of students in the class you are observing.

1. What is the size of the class? Record them as:

Male :
Female :
Total :

2. How does this affect the students’ performance?


________________________________________________________________________
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3. What measures were taken by the teacher to remedy the situation?


________________________________________________________________________
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4. How can you help improve the student’s performance in big classes?
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ACTIVITY 5: TEACHER’S ASSIGNMENT

Examine the assignment of the teachers in the school. Find out the actual teaching
hours of each faculty member.

1. Do teachers have the same number of teaching hours? Why? Why not?
________________________________________________________________________
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________________________________________________________________________

2. What other assignment do teachers perform aside from actual teaching?

Teacher A: ______________________________________________________
(NAME)
Designation: _____________________________________________________

Functions: _______________________________________________________

Teacher B: ______________________________________________________
(NAME)
Designation: _____________________________________________________

Functions: _______________________________________________________

Teacher C: ______________________________________________________
(NAME)
Designation: _____________________________________________________

Functions: _______________________________________________________

3. Do you think they can contribute to the realization of the school’s VMGO? Explain your
answer.
________________________________________________________________________
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PART II SCHOOL PRACTICES
ACTIVITY 1: CALENDAR OF ACTIVITIES
What are the different monthly activities of the school to enrich the curriculum?

School Year: ___________________ MONTHLY ACTIVITIES OF THE SCHOOL.

MONTH ACTIVITIES
JUNE

JULY
AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

What have you noticed with the activities listed? Do they help in the development of the
cognitive, affective and psychomotor of the learners? How?
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ACTIVITY 2: OTHER SCHOOL ACTIVITIES

Think of the possible activities that can be done to accomplish the objectives in
each program. Identify some co-curricular activities and extra-curricular activities to
incorporate in the programs.
Co-curricular activities are those that reinforce and enhance learning’s in the
different academic subject. Extra-curricular activities are those that may not be related to
any academic subject but they are done to enrich the curriculum.
What co-curricular and extra-curricular activities are done in the school to
attain the objectives? List them down in the appropriate column.

Co- curricular Activities Extra- curricular Activities

How did the above activities help to attain the objectives of the program?
________________________________________________________________________
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If you are a curriculum planner, what other co-curricular activities would you include in
the program?
________________________________________________________________________
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ACTIVITY 3: COMMUNITY OF INVOLVEMENT

List down specific school activities where the people in the community are involved.
________________________________________________________________________
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List down specific school activities where the school personnel are involved.
________________________________________________________________________
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How do these activities help the school in the attainment of its goals?
________________________________________________________________________
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Why is it important to establish community linkages?


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PART III THE TEACHER AS IMPLENTATOR OF THE CURRICULUM
The teacher is responsible in implementing the curriculum. Follow these steps
to find out why the teacher plays an important role in the curriculum.

1. Observe a class
 Identify the curricular approaches and strategies the teacher is using.
 Observe how the learners interact in the class.
 Identify the skills development after class discussion.
2. Interview the teacher
 Find out the factors that affect her skills in implementing the curriculum.
 Determine what the teacher needs to improve her craft.

Reflect on the teacher’s role in implementing the existing curriculum.

ACTIVITY 1: CURRICULUM APPROACHES AND STRATEGIES

MY COLLABORATION
School: ____________________________________________
Teacher: ___________________________________________
Date of Observation: _________________________________
Subject: ___________________________________________
Grade/Year level: ___________________________________

1. How did the teacher respond in class?


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Was the approach/strategy effective? Why? Why not?


________________________________________________________________________
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________________________________________________________________________
3. What suggestions can you give to improve the strategy?
________________________________________________________________________
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4. What are the skills developed among the students?


________________________________________________________________________
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ACTIVITY 2: INTERACTIVE LEARNING APPROACHES

During class discussion the teacher tends to do the talking most of the time. If
we are going to compare the length of the time she talks and the amount of time the
students recite, we would be shocked to find out that she is actually delivering a lecture.
The class is very much teacher-dominated.

1. What interactive activities were done in the class? How?


List down at least five (5)
1.
2.
3.
4.
5.

2. If you are the teacher, how will you make your lesson more learner-centered instead of
teacher-dominated?
________________________________________________________________________
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3. What approaches will you use to make the student engage in collaborative learning? How
will you use them?
________________________________________________________________________
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4. What techniques will you employ to get them involved in every activity of the class?
How are these techniques employed?
________________________________________________________________________
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ACTIVITY 3: TEACHER FACTOR

Interview some teachers in your cooperating school. Ask them: How does
__(Factor)_ affect the skills of the teacher in implementing the curriculum?

A. Length of service (10 years or more in the teaching professional)


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

B. Eligibility (Graduated with honor/board placer/board passer)


________________________________________________________________________
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C. In-service training/seminar attended (Has attended region or national level)


________________________________________________________________________
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D. Gender (Male or Female)


________________________________________________________________________
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PART IV TEXTBOOK AND OTHER SUPPORT MATERIALS
The text, teachers manual, the Philippine Elementary Learning Competencies, as
well as the Philippines Secondary Learning competencies are tools of instruction. They
may be used as vehicles for implementing the curriculum.

Follow these steps as you reflect on the importance of textbook and other support
materials:

1. Choose a gender/ year level in a school to be 3. Reflect on how the textbook and other
visited. support materials help implement the
curriculum.

2. Request copies of textbooks and other 4. Make a written report.


support materials used in the class.

Make like an open


book
ACTIVITY 1: THE TEXTBOOKS

The textbooks are tools for instruction. They are the translation of
the curriculum into manageable lessons. What are the textbooks/workbooks,
the students are using? Classify them into learning areas.

Ratio of books to the


List of
Subject/Learning Area number of student
Textbook/Workbooks
(P-TX ratio)
1. What other instructional materials/references are used if the textbooks are
not sufficient?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What scheme does the teacher employ to remedy the lack of textbooks in her
class?
________________________________________________________________________
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3. What are the instructional materials/references are used for the


implementation of K-12 Curriculum?
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ACTIVITY 2: SOURCING OTHER MATERIAL OF INSTRUCTION

Select from the PELC/PSLC the objectives/competencies of a specific learning


area. Examine the textbooks. Source your material of instruction from the textbooks.

Subject: ____________________________

Objectives/competencies (taken Title of the Books


from PELC/PSLC) (Indicate the page number)

From the data surfaced, we can conclude that the textbooks are important tools in implementing
the curriculum. They are our sources of information and aids in accomplishing the target
competencies.

What factors should be considered in choosing textbooks?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY 3: LEARNING COMPETENCIES
The Philippines Elementary Learning Competencies (PELC) and the Philippine
Secondary Learning Competencies (PSLC) are documents being used by the elementary and
secondary school teachers respectively. They contain the objectives that determine the contents
of the lesson as well as the strategies and assessment procedures to use.

1. Why is it important to familiarize yourself with the PELC/PSLC handbook?


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Read the competencies for the Grade/Year Level. Go down the page vertically from top
to bottom. What have you noticed about the scope of the learning unit?
________________________________________________________________________
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3. When usually done when the objective is broad?


________________________________________________________________________
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4. Why should the lesson/topics be properly sequenced?


________________________________________________________________________
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5. What should be done by the teacher to maximize the students’ learning?


________________________________________________________________________
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ACTIVITY 4: WHAT SHOULD YOU KNOW!

Go through the PELC/ PSLC Handbook. Look for the horizontal sequence from
grade/year level to another.

1. What have you noticed?


________________________________________________________________________
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2. Was there sequence from one grade/year level to another?


________________________________________________________________________
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3. Is it important to know what your students have learned from the previous year? Why?
Why not?
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4. Do you think knowledge will help you in planning your lesson? Explain your answer.
________________________________________________________________________
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FS4 Exploring the Curriculum
FIELD STUDY
________________________________________________________________________________________________________

Episode 3 AN ASSESSMENT

The curriculum services as a guide to teaching. However the teacher needs to


adjust the curriculum to the actual circumstances and needs of the learners.

The curriculum may undergo some revision or changes during its


implementation. That is why there is a need to have a continuous assessment of the
attainment of the goals. Indeed, curriculum development is never-ending process.

OBJECTIVE:
To assess the extent of attainment of the curriculum goals.

PROCEDURE:
To attain the objective, you may follow these tasks.

1. Read the objectives of the program

For BEEd – Objectives of Elementary


Students Education Curriculum
For BSEd – Objectives of Secondary
Students Education Curriculum,

2. Go over the activities you have 3. Use the rating scale to assess the
done in Episode 1 and Episode 2. attainment of the curriculum objectives
based on
 School environment
 School practices
 The teacher as implementor of the
curriculum.
 The textbooks and other support
materials.
4. Make a summary of your findings.
ACTIVITY 1: EXTENT OF ATTAINMENTR OF OBJECTIVES
Make a personal evaluation as to what extent the objectives of the program are
attained based on a set of a criteria.

Indicate with a check mark the extent of attainment of the curriculum


objectives; Indicators: 1. Very great extent
2. Great extent
3. Moderate extent
4. Slight extent
5. Not at all

Criteria 1 2 3 4 5
A. School Environment in Making the Curriculum work
1. Update EMIS data
2. Well-maintained school facilities/equipment
3. Well- planned class schedule
4. Controlled class size
5. Well- distributed teaching load

B. School Practices
1. Relevant school activities provided.
2. Involvement of the community in school activities.
3. Learners’ co-curricular and extra-curricular activities
enhanced.

C. The Teacher as Implementor of the curriculum


1. Use of the curricular approaches/ strategies
2. In-service trainings of teachers
3. Teacher’s curriculum vitae (length of services,
eligibility, gender, etc.)

D. Textbooks and Other Support Materials


1. Sufficient textbooks provided to Learners
2. Sourcing other materials of instruction
3. Familiarization with the PELC/PSLC
Make a summary of your finding. Give your suggestions and recommendations to
help attain the curriculum objectives.

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