Module 1 for BEED School Curriculum PDF

**College: [College of Teacher Education]** **Campus: [Bambang]** **DEGREE PROGRAM** **BEEd** **COURSE NO.** PROFED125 **MAJOR** **General** **COURSE TITLE** **The Teacher and the School Curriculum** **YEAR LEVEL** **3** **TIME FRAME** 4 wks. **WK NO.** 1-4 **IM NO.** 01 **\ ** **...

**College: [College of Teacher Education]** **Campus: [Bambang]** **DEGREE PROGRAM** **BEEd** **COURSE NO.** PROFED125 **MAJOR** **General** **COURSE TITLE** **The Teacher and the School Curriculum** **YEAR LEVEL** **3** **TIME FRAME** 4 wks. **WK NO.** 1-4 **IM NO.** 01 **\ ** **CHAPTER 1** I. **CHAPTER TITLE: Understanding the Curriculum** II. **LESSON TITLE: Definitions of Curriculum** **Different Types of Curriculum** **Curriculum Foundations** **Curriculum Conceptions** **Elements of Curriculum** III. **LESSON OVERVIEW:** This chapter explores significant pieces of literature and theories that will help curriculum workers, teachers, and students to understand basic concepts like curriculum, types of curriculum, curriculum foundations, and curriculum conceptions. IV. **DESIRED LEARNING OUTCOMES: *At the end of the chapter, the students are expected to:*** 1\. define curriculum; 2\. analyze the different types of curriculum; 3\. discuss different curriculum foundations; 4\. discuss different curriculum conceptions; and 5\. show how the elements of curriculum interrelate with one another. V. **LESSON CONTENT (Pls. refer to pages 1-13 of your textbook)** **Hello, welcome to this class. As you go over the course outline, do you have already a clear idea about what curriculum is? Are you aware that the subjects you had taken in kindergarten, elementary, high school and today in the college follow a certain map or pattern called curriculum?** **Pause for 3 minutes and try to formulate one definition or meaning of curriculum. Then see if you're right with the definitions below.** A. **Definitions of Curriculum** 1. **Curriculum as a list of subjects.** This definition suggests that curriculum is the "permanent" or the traditional subjects offered in the school curriculum such as Mathematics, Language, Science, Music, Arts, and others. 2. **Curriculum as learning experiences.** This definition includes students' curricular and co-curricular activities and the learning experiences they encounter inside and 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 school program. In short, it includes 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. B. **Different Types of Curriculum** **Several curriculum scholars (Glatthorn, Boschee, and White, 2006: Print, 1993: Tanner and Tanner, 2007) cited nine types of curriculum depending on how curriculum is used in various institutions.** Examples: The Kindergarten Curriculum Standards The K-12 Curriculum CHED Curriculum for Elementary Education (Memorandum Order No.74, Series of 2017) TESDA Modules and Competencies 3. **Implemented Curriculum.** This type of curriculum refers to the actual implementation of the curriculum or what the teachers in the school teach. In many cases, teachers modify and improve their curriculum based on the needs of the students or whenever there are new ideas in various disciplines that are important to teach to students. Academic freedom among faculty members in college may also influence how professors plan and implement their courses. C. **Curriculum Foundations/Sources** The following are three categories of sources for curriculum foundations: 1. **Psychology**- **the study of learners and learning theory**. 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: - Educational objectives - Student characteristics - Learning processes - Teaching methods - Evaluation procedures 2. **Sociology and Anthropology** **-- the study about society and culture**. These 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. 3. **Philosophy -- the study of the nature and value of knowledge.** 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 Hukins (1993) mentioned that philosophy provides curriculum workers with a frame or base for organizing schools and classrooms. It also provides educators with 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** With the different points of view about curriculum concerns, goals of what curriculum should accomplish, and how a curriculum should be designed, or designed, various curriculum orientations and conceptions arise. 1. **Academic Rationalist Conception --** considered as the oldest among the curriculum conceptions. It stresses the importance of 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 ides with two or more curriculum conceptions. Hence this curriculum conception reiterates the realities in curriculum development that each of the curriculum conceptions is to be considered and is influential to a certain extent in designing curriculum. E. **Elements of a Curriculum** **The figure below indicates the important four elements that must be present in all curriculum documents. What do the arrows pointing down mean?** ----------------------- **CURRICULUM INTENT** ----------------------- ------------- **CONTENT** ------------- -------------------------- **LEARNING EXPERIENCES** -------------------------- ---------------- **EVALUATION** ---------------- 1. **Curriculum Intent** - 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. Print (1993) - **Hey, pause for 3 minutes, are these three the same? Can you differentiate them? Let us see below if you are right.** **Aims** **Goals** **Objectives** --------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Broad statements of social or educational expectations. Aims also include what is hoped to be achieved by the entire curriculum Statements more specific than aims. Goals are general statements of what concepts, skills, and values should be learned in the curriculum Specific learning outcomes. Objectives include what specific concepts, skills and values should be learned by the students. Usually, they are used in making decisions or planning about instruction 2. **Content** - 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 the implementing the curriculum or in teaching the content. 4. **Evaluation** - 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. VI. **LEARNING ACTIVITIES** 1. As a future teacher, which among the definitions of curriculum provides you the greatest opportunity to apply your role as educator? Discuss in NOT MORE THAN 8 sentences (20 pts.) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. Recall a wonderful/memorable experience in the classroom. What was the topic/lesson and the activity? Write below and describe their relationships. (20 pts.) **Topic/Content** **Activity/Experience** ------------------- ------------------------- **VII. ASSIGNMENT** **1. The K-12 Curriculum is an example of intended, official curriculum prescribed by the DEPED. What are the benefits of having an official curriculum prescribed to all schools? What are the possible pitfalls or disadvantages? Fill the grid with 5 advantages and disadvantages of K-12 to the Filipinos. (20 pts.)** **K-12 Curriculum** --------------------- ------------------- **Advantages** **Disadvantages** **1.** **2.** **3.** **4.** **5.** 2\. Give 5 key roles of the teachers and other curriculum workers in ensuring the success of the implemented curriculum. (20 pts.) 1. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 4. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 5. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3. As a future teacher, why is there a need to know and understand the sources for curriculum foundations? Give 5 reasons. (20 pts.). 1. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 2. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 3. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 4. **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** 5. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ VIII. **EVALUATION** 1. **The following BEEd curriculum is a recommended curriculum based from CHED Memorandum 74 s. 2017. It was enriched by the college (CTE, NVSU) with the curriculum map (from CHED) as guide and implemented SY 2018-2019. Analyze the parts, content and presentation. Then present your analysis using a matrix or graphic organizer. (50 pts.)** **BACHELOR OF ELEMENTARY EDUCATION (BEEd) CURRICULUM** **Enriched based on CMO 74 s. 2017 (Effective SY 2018-2019)** **[FIRST YEAR]** **FIRST SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ -------------------------------------------------------------------- --------------- -------- ------ -------- -------- Lec Lab Units GEMATH Mathematics in the Modern World (Matematika sa Makabagong Daigdig) 3 0 3 3 GEWORLD The Contemporary World 3 0 3 3 GEFIL 1 Komunikasyon sa Akademikong Filipino 3 0 3 3 GEART Art Appreciation (Pagpapahalaga sa Sining) 3 0 3 3 PROF ED 1 The Child and Adolescent Learners and Learning Principles 3 0 3 3 PROF ED 2 The Teaching Profession 3 0 3 3 VED 1 Good Manners and Right Conduct (Edukasyon sa Pagpapakatao) 3 0 3 3 PATHF 1 Physical Activities Towards Health and Fitness 1 2 0 2 2 NSTP 1 ROTC1/CWTS1/LTS1 3 0 3 3 **TOTAL** **26** **26** **26** **SECOND SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ ----------------------------------------------------------------------------------- --------------- -------- ------ -------- -------- Lec Lab Units Units GEHIST Readings on Philippine History (Mga Babasahin hinggil sa Kasaysayan ng Pilipinas) 3 0 3 3 GESELF Understanding the Self (Pag-unawa sa Sarili) 3 0 3 3 GECOMM Purposive Communication 3 0 3 3 GEFIL 2 Pagbasa at Pagsulat Tungo sa Pananaliksik 3 0 3 3 PROF ED 3 The Teacher and the Community School Culture and Organizational Leadership 3 0 3 3 PROF ED 4 Foundations of Special Education and Inclusive Education 3 0 3 3 PROF ED 5 Facilitating Learner-Centered Teaching PROF ED 1 3 0 3 3 PATHF 2 Physical Activities Towards Health and Fitness 2 PATF 1 2 0 2 2 NSTP 2 ROTC2/CWTS2/LTS2 3 0 3 3 **TOTAL** **26** **26** **26** **SECOND YEAR** **FIRST SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ ---------------------------------------------------------------------- --------------- -------- ------- -------- -------- Lec Lab Units GEETHICS Ethics (Etika) 3 0 3 3 GEFIL 3 Masining na Pagpapahayag 3 0 3 3 GEPAN 1 Sosyedad at Literatura/Panitikang Panlipunan 3 0 3 3 PROF ED 6 Assessment of Learning 1 3 0 3 3 PROF ED 7 Technology for Teaching and Learning 1 (TTL 1) 2 3 3 3 EEDSC 1 Teaching Science in Elementary Grades (Biology and Chemistry) 3 0 3 3 EEDMATH 1 Teaching Math in the Primary Grades 3 0 3 3 EEDSSC 1 Teaching Social Studies in Elementary Grades (Culture and Geography) 3 0 3 3 PATHF 3 Physical Activities Towards Health and Fitness 3 PATHF 1 2 0 2 2 **TOTAL** **25** **3** **26** **26** **SECOND SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ ------------------------------------------------------------------------------------ --------------- -------- ------ -------- -------- Lec Lab Units GEPAN 2 Sinesosyedad/Pelikulang Panlipunan 3 0 3 3 GERIZAL Life and Works of Rizal 3 0 3 3 GESTS Science, Technology, and Society 3 0 3 3 PROF ED 8 Assessment of Learning 2 3 0 3 3 EEDFIL 1 Pagtuturo ng Filipino sa Elementarya (I) -- Estraktura at Gamit ng Wikang Filipino 3 0 3 3 EEDSCI 2 Teaching Science in Elementary Grades (Physics, Earth and Space Science) 2 3 3 3 EEDMATH 2 Teaching Math in the Intermediate Grades EED MATH 1 3 0 3 3 EEDSSC 2 Teaching Social Studies in Elementary Grades (Philippine History and Government) EED SSC 1 3 0 3 3 PATHF 4 Physical Activities Towards Health and Fitness 4 PATHF 1 2 0 2 2 **TOTAL** **25** **26** **23** **[THIRD YEAR ]** **FIRST SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ ----------------------------------------------------------------------- --------------- -------- ------ -------- -------- Lec Lab Units EEDELECT 1 Teaching Multi-Grade Classes 3 0 3 3 PROF ED 9 The Teacher and the School Curriculum 3 3 3 EEDENGL 1 Teaching English in the Elementary Grades (Language Arts) 3 3 3 EEDTTL 2 Technology for Teaching and Learning in the Elementary Grades (TTL-2) PROF ED 8 2 3 3 EEDRES 1 Research in Education 1 3 3 3 EEDENGL 2 Teaching English in Elementary Grades through Literature 3 3 3 EEDFIL 2 Pagtuturo ng Filipino sa Elementarya (II) Panitikan ng Pilipinas 3 3 3 EEDTLE 1 Edukasyon, Pantahanan, at Pangkabuhayan 3 3 3 **TOTAL** **23** **24** **24** **SECOND SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ------------ ----------------------------------------------------------- --------------- -------- ------- -------- -------- Lec Lab Units EEDELECT 2 Business Correspondence 3 0 3 0 PROF ED 10 Building & Enhancing New Literacies Across the Curriculum 3 0 3 3 MTB-MLE Contents and Pedagogy for Mother Tongue 3 0 3 3 EEDPEH Teaching PE and Health in the Elementary Grades 3 0 3 3 EEDMUSIC Teaching Music in Elementary Grades 3 0 3 3 EEDTLE 2 Edukasyon Pantahanan with Entrep 3 0 3 3 EEDARTS Teaching Arts in the Elementary Grades 3 0 3 3 EEDRES 2 Research in Education 3 0 3 **TOTAL** **24** **0** **24** **21** **[FOURTH YEAR ]** **FIRST SEMESTER** +---------+---------+---------+---------+---------+---------+---------+ | Course | Descrip | Pre-Req | NVSU | CHED | | | | No. | tive | uisite | | | | | | | Title | | | | | | +=========+=========+=========+=========+=========+=========+=========+ | | | | Lec | Lab | Units | | +---------+---------+---------+---------+---------+---------+---------+ | PROF ED | Field | All GEN | 3 | 0 | 3 | 3 | | 11 | Study 1 | ED/PROF | | | | | | | | ED 1-10 | | | | | | | | Spec | | | | | | | | Subj | | | | | +---------+---------+---------+---------+---------+---------+---------+ | PROF ED | Field | | 3 | 0 | 3 | 3 | | 12 | Study 2 | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | REV 1 | Review | All GE | 0 | 2 | 6 | 0 | | | on | Subject | | | | | | | General | s | | | | | | | Educati | | | | | | | | on | | | | | | | | Courses | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | REV 2 | Review | All | 0 | 2 | 6 | 0 | | | on | PROF ED | | | | | | | Profess | Subj | | | | | | | ional | | | | | | | | Educati | | | | | | | | on | | | | | | | | Courses | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | REV 3 | Review | All | 0 | 2 | 6 | 0 | | | on | Content | | | | | | | Content | / | | | | | | | /Specia | | | | | | | | lizatio | Spec | | | | | | | n | Subj | | | | | | | Courses | | | | | | +---------+---------+---------+---------+---------+---------+---------+ | | **TOTAL | | **6** | **6** | **24** | **6** | | | ** | | | | | | +---------+---------+---------+---------+---------+---------+---------+ **SECOND SEMESTER** Course No. Descriptive Title Pre-Requisite NVSU CHED ----------------- --------------------- ----------------- -------- --------- --------- ------- Lec Lab Units PROF ED 13 Teaching Internship PROF ED 11 & 12 2 12 6 6 **TOTAL** **2** **12** **9** **6** **GRAND TOTAL** **105** **24** **170** **152** +-----------------------+-----------------------+-----------------------+ | **SUMMARY OF UNITS** | **NVSU** | **CHED** | | | | | | | | **CMO 74 s. 2017** | +=======================+=======================+=======================+ | General Education | 36 | 36 | +-----------------------+-----------------------+-----------------------+ | Professional | 42 | 42 | | Education Courses | | | +-----------------------+-----------------------+-----------------------+ | Major/Specialization | 57 | 57 | | Courses | | | +-----------------------+-----------------------+-----------------------+ | Elective | 3 | 3 | +-----------------------+-----------------------+-----------------------+ | Mandated Courses | 14 | 14 | | (PATH F & NSTP) | | | +-----------------------+-----------------------+-----------------------+ | Institutional | 18 | 0 | | Requirement | | | +-----------------------+-----------------------+-----------------------+ | TOTAL | 170 | 152 | +-----------------------+-----------------------+-----------------------+ 2. Use any graphic organizer other than the figure found on page 5 to illustrate the elements of a curriculum. Describe the interrelationships of each. (20 pts.) **IX. REFERENCES** A. **Book/Printed Resources** Pawilen, G. (2019). The teacher and the school curriculum. Rex Book Store. Manila Philippines B. **e- Resources**