COURSE SYLLABUS

Class Information
Course Code EDSE204

Course Title Curriculum Development

Pre-requisites Principles and Methods of Effective Teaching, Assessment of Student L

Units 3.0

Term Summer

Contact Hours/ Week Monday-Saturday 8am-5pm (online)

Instructor’s Information
Instructor Dr. Julie Lucille del Valle
PhD in Pedagogy, Curriculum, and Instruction
The University of Melbourne

Units PhD Curriculum Studies

University of the Philippines-Diliman

MA in Learning and Teaching (Educational Psychology)

De La Salle University-Manila

Bachelor of Secondary Education Major in English (Honors)

Ateneo de Naga University

E-mail address jdelvalle@gbox.adnu.edu.ph

Consultation Day and Time July 13-18, 2020 9am-5pm

Consultation Venue Online Learning
 VISION, MISSION AND GOALS OF THE COLLEGE OF EDUCATION

VISION

The College of Education as a Center of Excellence in Teacher Education envisions to be a leader in the
formation of competent, conscientious, Christ-like and socially involved teachers who can respond to and benefit
from the demands and challenges of a fast changing local and global learning environment.
MISSION
The College of Education commits itself to strive for excellence through quality instruction, research and
community extension to improve the quality of basic education and ensure individual optimal meaningful learning.
GOALS
In consonance with the mission statement of the Ateneo de Naga University, the College of Education seeks to
provide its students with the Jesuit liberal education. Through its specialized curriculum, the college seeks to
develop in the students:
a. a deep commitment to the cause of educating Bikol children and youth;
b. a sense of Christian values especially in the face of the present challenging socioeconomic realities
c. teaching competencies which include mastery of content and effective methodology;
d. a social conscience nourished through sacramental worship which will lead them to active involvement and
participation in community development and nation building; and
e. the responsibility of developing future leaders to spur the socioeconomic and political development of Bikol
region as well as of the nation.
 EDSE204
Curriculum Development

COURSE RATIONALE
The teacher and the school curriculum as a course introduces prospective secondary and elementary teachers and future curriculum makers to the processes of
planning, developing, implementing and evaluating school’s curriculum. These will provide the students with theory-, experience-, and research-based underpinnings in
curriculum development and develop concepts, skills, attitudes, and values related to the subject area.

For the past years, there have been claims that there is a need for transformative teaching. Since then, related terms such as curriculum reform have been used in the
field of education suggesting that there is a need to be done in order to increase the levels of achievement, motivation, and learning among our students. This change can be
made possible through development of a more responsive curriculum – especially that of a curriculum which considers the needs of the individual learners. Thus, in this course,
the learner-centered curriculum will be introduced to the students. Further, the students are expected to inculcate appreciation of acceptance (VALUES) and excellence (MAGIS)
during the classroom interaction, panel discussions, documentary-analysis workshops, simulations, lesson plan writing and presentations, and actual classroom teaching
demonstrations. This course also encourages the students to become more conscious of the multifaceted areas of education and to develop a sense of responsibility and
response-ability as future teachers in molding values-oriented and upright youth who will be leading towards positive social transformations especially in the Bikol region.

In the profile of Atenean graduates, students are molded towards being Jesuit-trained future teachers who have the competence and expertise in their chosen profession.
Thus, the students are honed to participate and involve in thinking critically and creatively in dealing with social issues concerning education especially in addressing the present
status of Education in the Philippines. As Education students, they are expected to excel in their chosen field and at the same time savour the habit of reflection on how a future
Bikolano teacher can create a difference through a passionate commitment to serve the poor after several opportunities of probing into quality of Philippine education and the
rural public schools in Bikol by training them to be servant teacher-leaders. With this dedication to serve and to change, the teacher-to-bes are highly encouraged to value deeply
the teachings of Christ and share the Lord’s redeeming mission to educate the youth. With this, an Atenean College of Education student is firmly believed to contribute to the
regional and national transformation as young student teacher-leader.

COURSE DESCRIPTION
The teacher and the school curriculum as a 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-à-vis various contexts of teaching- learning and curricular reforms shall be given emphasis.
INSTITUTIONAL LEARNING OUTCOMES (ILOs)
Christ-centeredness Conscience Compassion Competence Commitment to Change
The Atenean acknowledges the The Atenean lives a life of The Atenean grows in The Atenean actuates the gift of The Atenean participates
humanity and divinity of Christ exemplary integrity by consciousness of his/her education as an instrument to actively in the life of the society
and believes His spirit as active cultivating a mature conscience dignity and personal purpose in comprehend, judge, and and the global community.
in his/her life and in the lives of that impresses on one’s self the engaging the world. Thus, the respond to urgent and universal Thus, the Atenean:
others. Thus, the Atenean: imperative to positively Atenean: human dilemmas. Thus, the • acts on the world in life,
• respects the faith and the transform the world. Thus, the • values one dignity as a Atenean: love, freedom, responsibility
plurality of religion; Atenean: person and that of others; • professes exceptional and community to build a
• values the Church’s • predicates one’s decisions • serves the needy and the knowledge and expertise on good and just society and
teachings about faith, and actions on principles marginalized; one’s field of specialization thereby bring into being the
morals, and Christ’s that promote human dignity, • promotes family unity and in the local and global Regnum Dei;
redeeming mission; and those that further the fosters family service in the community; • understands and responds
• lives out the gospel values actualization of all community; • applies interdisciplinary proactively against
and exercises Christian humanity; • recognizes one’s strengths approaches, innovative structural and cultural roots
virtues; • cultivates foresight in the and inadequacies and methods, and appropriate of injustice in social
• celebrates the Bicolano’s process of deciding and seeks out technologies in analyzing, institutions;
inherent faith in God, and acting on ethical and moral complementariness from solving problems, and in • resolves the moral
devotion to the Blessed problems; and with others; and making decisions in a moral ambiguities and
Virgin Mary; and • explores, questions, and • reflects on one’s and ethical manner; inconsistencies in values
• affirms the glory of God in owns his/her faith in the experiences/ actions • thinks critically, creatively promoted by local and
one’s self, and in all context of competing value towards becoming an agent and reflectively; global cultures;
creation, and cares for life systems; of change. • expresses one’s self • advocates social changes
and the natural • evaluates moral choices in proficiently in both oral and that assist victims of
environment. the light of mature written communication; and injustice in gaining their
conscience; and • practices the value of rights and regaining their
• practices the habit of further learning and dignity; and
reflection and professional development, • demonstrates positive
contemplation. adapting to demands of the disposition, maturity and
changing times. courage, rooted in Ignatian
values, in the face of
adversity.
PROGRAM LEARNING OUTCOMES (PLOs)
Institutional Learning Outcomes (ILO)
ILO 1: ILO 2: ILO 3: ILO 4: ILO 5:
Program Learning Outcomes (PLO) Christ- Conscience Compassion Competence Commitment
Centeredness to Change
ADNU: Institutional Learning Outcomes (ILO)
1 Participate in the critical analysis of social issues and offer possible solutions to contemporary problems X X X X X
2 Describe and analyze theories of inter-subjectivity X X X X X
3 Demonstrate competence in communication in multicultural settings thru writing, speaking and other X X
medium of expression
4 Apply reading and listening skills in performing tasks in the workplace X X X
5 Act upon moral/ ethical recommendations that reflect the tenets of “men and women for others” X X X X X
6 Apply interdisciplinary solutions to contemporary problems X X X X X
CHED: Common to All Programs
7 Articulate and discuss the latest developments in the specific field of practice X X
8 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and X X X X X
multi-cultural teams
9 Preserve and promote “Filipino historical and cultural heritage” X X X X X
CHED: Common to the Discipline (Teacher Education)
10 Engage in discussions of the roles of the teacher in the development of a learner-centered curriculum X X X X X
11 Involve in the analysis of the curriculum reforms towards a more learner-centered education X X X X X

COURSE LEARNING OUTCOMES (PLOs)

Course Learning Outcomes Beginning Teacher
At the completion of the course, the pre-service teachers must be able to: Program Learning Outcomes Indicators – Philippine
Professional Standards
for Teachers (BTI – PPST)
A. acquire theory-, experience-, and research-based underpinnings in developing a learner-centered curriculum PLOs 1-10 BTI 1.2.1

B. demonstrate the acquired concepts, skills, and values related implementing a learner-centered curriculum PLOs 1-10 BTI 1.1.1
in the classroom
ALIGNMENT OF COURSE LEARNING OUTCOMES WITH SUMMATIVE ASSESSMENT TASKS/ COURSE REQUIREMENTS
Course Learning Outcomes Summative Assessment Tasks/ Details Deadline
Course Requirements

Acquire theory-, experience-, and research- 1. Discussion papers based Students are provided with peer-reviewed academic journals on Day 2 Online Learning
based underpinnings in developing a on academic journals on Philippine K to 12 curriculum and on Learner-centered Education.
learner-centered curriculum the Philippine K to 12 They are required to submit papers which discuss issues within
curriculum the curriculum reform towards learner-centered education

Demonstrate the acquired concepts, 1. Development of learner- Students are assisted in developing a learner-centered curriculum Final Day of Online
skills, and values related implementing a centered curriculum Learning
learner-centered curriculum

COURSE POLICIES
This course highly encourages students to attend all online class meetings and participate in all online activities and discussion in the entire duration of the course. This allows
them to maximise their opportunity to acquire and demonstrate knowledge on the roles of a teacher within a learner-centered curriculum through classroom discussions,
classroom facilitation, and development of a learner-centered curriculum. The students are expected to inculcate appreciation of acceptance (VALUES) and excellence (MAGIS)
during the online discussions via google classroom. The students are also required to participate and involve in thinking critically and creatively in dealing with social issues
concerning education especially in addressing the present status of Education in the Philippines, as integrated into the online discussions.

COURSE GRADING SYSTEM

Discussion papers based on academic journal readings 15%
Virtual Presence in the online discussion 10%
Class Standing (40%) Participation in online formative assessments and quiz 15%

Major Examinations Midterm examination (completion of FutureLearn*) 33.33%

(60%)
Final Examination (submission of curriculum 33.33%
compendium)
TOTAL 100%
Under the 2005 College grading system, letter grades are assigned according to a seven level scale with the indicated point values and descriptions, namely:

CFRS Numerical Letter Point Description

Grade Grade Value
93-100 96-100 A 4 Excellent Academic Performance
85-92 91-95 B+ 3.5 Very Good Academic Performance
77-84 86-90 B 3 Good Academic Performance
69-76 81-85 C+ 2.5 Very Satisfactory Academic Performance
61-68 76-80 C 2 Satisfactory Academic Performance
60 75 D 1 Poor Academic Performance
0-59 65-74 F 0.0 Unacceptable Academic Performance

OTHER SYMBOLS FOR ACADEMIC PERFORMANCE AND THEIR MEANINGS:

AF means that the student has not participated in or was absent from the class activities more than 10% of the total of the course meetings for the semester
or term. It is also applicable for student who withdrew from the course without official permission. The point-value of an AF grade for computing QPI is
0.
WP means that the student withdrew from the course prior to two weeks before the Pre-Final Examination according to the date set by the school and with
permission from his/her parent and teacher as shown in the Withdrawal Slip submitted by the student to the Registrar.
INC means that the student has not fulfilled the course requirements (e.g. term paper, research, project, etc.) within the semester. It is a temporary grade
which obliges the student to complete the requirement till the end of the next semester. For INC grades, the teacher is obliged to fill up the Remarks
column of the mark sheet with NFE (no final exam) or NCR (no course requirement, e.g. term paper, etc.)
LEARNING PLAN (ALL ASYNCHRONOUS SELF-DIRECTED ONLINE LEARNING)

Course Content/ BTIs IL CLO Intended/ Desired BTIs Teaching and Learning BTIs Resources Assessment Tasks BTIs Time
Subject Matter O Learning Outcomes Activities and Materials Frame
DAY 1
Introductions: 1. Identify and share ▪ Expectation Setting Syllabus in “What are your AM
Expectation one’s expectations in ▪ Discussion of the Course PDF expectations from me,
Setting; the course Information Sheet as your teacher, and
from each other, as
Classroom Welcome video
classmates?
Policies; and 2. Discuss and agree on
Course some important Post expectations via
Information classroom policies Stream on Google
and requirements Classroom

DAY 1
Curriculum 1.1. 3. Discuss definitions of 1.1.1 ▪ Interactive classroom 1.1. Reading What is a curriculum? 1.1.1 AM
Planning and 1 curriculum discussion 1 material:
Development: ▪ Concept mapping Curriculum Why do beginning
Definition and 4. Create a personal Report Card teachers have to
Significance 2000 in PDF study about the
definition of
curriculum?
curriculum and relate
it to the definitions of
experts
 DAY 1
Curriculum 1.1.1 5. Trace the curriculum 1.1.1 ▪ Online discussion and Reading Has Philippine 1.1.1 PM
Reforms across reforms in the critiquing based on material: education changed
Philippine history Philippines readings from academic When Reforms overtime, given the
Don’t series of curriculum
journals (see references)
Transform reforms since the 19th
6. Acquire both
(2009) century?
appreciation and
critical viewpoint into
the historical
perspective of
curriculum
development

Developing the 7. Orient students of ▪ Assistive online orientation Instructions on How do you create a DAY 1
Learner-centered the final major and giving of detailed how to create learner-centered PM
Curriculum requirement in this instructions via gbox email the curriculum curriculum
Compendium compendium
course

Participate in the 8. Participate in ▪ Complete online learning Click link How do you DAYS
online app FutureLearn, via FutureLearn provided via incorporate digital 1-5
FutureLearn and complete the online google learning in a 8am-
earn an online classroom for curriculum? 12nn
course to earn a
certificate FutureLearn
certificate in ‘Transforming
‘Transiforming Digital digital
Learning’ learning’

DAYS
Approaches in 1.1.1 9. Differentiate the two 1.1.1 Online discussions on Microlectures In what ways can 1.1.1 2--3
Curriculum categories under these approaches: and online these curriculum PM
Development: approaches in ▪ Intellectual-academic learning approaches influence
Technical- modules on the teacher’s active
curriculum ▪ Behavioral-Rationale
Scientific and each role in curriculum
Humanistic- development ▪ Systems-Managerial curriculum development?
Aesthetic ▪ Humanistic-Aesthetic approach
 Curriculum 1.1.1 10. Explain how the 1.1.1 Online discussions on Microlectures How is a learner- 1.1.1 DAY
Development various curriculum these curriculum models: and online centered curriculum 4
Frameworks models are used by ▪ Taba’s paradigm learning developed?
modules on
teachers in creating a ▪ Tyler’s Rationale
each
sound curriculum curriculum
framework

Models of 1.1.1 11. Determine which of 1.1.1 Online discussions on Microlectures Which of the models 1.1.1 DAY
Curriculum the models of these curriculum models: and online of curriculum 5
Evaluation curriculum ▪ Provus’ Discrepancy learning development is the
modules on most appropriate for a
development is the ▪ Stake’s Contingency-
each specific type of
most appropriate for Congruency curriculum school?
a specific type of ▪ Stufflebeam’s CIPP evaluation
school ▪ Scriven’s Goal-Free model Complete the online
quiz via Kahoot
(NOTE: Use numbers for the ILO; capital letters for CLO.)
COURSE REFERENCES

Adarlo, G., & Jackson, L. (2017). For Whom Is K-12 Education: A Critical Look into Twenty-First Century Educational Policy and Curriculum in the Philippines. In Educating for the
21st Century (pp. 207-223). Springer, Singapore.

Bago, A. (2001). Curriculum development: The Philippine experience. Manila, Philippines: De La Salle University

Bautista, M.C.R.B., Bernardo, A.B.I. & Ocampo, D. (2009). When Reforms don’t transform: Reflections on institutional reforms in the department of education, Human
Development Network Discussion Paper. Retrieved from http://hdn.org.ph/2009/05/21/20082009-philippine-human-development-report-2/.
Salle University Press.

Caoli-Rodriguez, R. B. (2008). Hard-pressed to achieve the EFA goals by 2015 in the Philippines. Prospects, 38(3), 393–399.

McCombs, B. L. (2003). A framework for the redesign of K-12 education in the context of current educational reform. Theory into Practice, 42(2), 93-101.

Senate of the Philippines Policy Brief (2011). K to 12: The key to quality education? Retrieved from https://www.senate.gov.ph/publications/PB%202011-02%20-

Southeast Asian Minister of Education, Organization, Innovation and Technology (SEAMEO

INNOTECH) (2012). K to 12 Toolkit: Resource Guide for Teacher Educators, School Administrators and Teachers. Philippines: SEAMEO INNOTECH. Retrieved from
http://www.seameo-innotech.org/eNews/Kto12Toolkit_ao17july2012.pdf

Schweisfurth, M. (2011). Learner-centred education in developing country contexts: From solution to problem?. International Journal of Educational Development, 31(5), 425-
432.

Senate Economic Planning Office. (2011). K to 12: The key to quality education. Retrieved from
http://www.senate.gov.ph/publications/PB%202011-02%20-%20K%20to%2012%20The%20Key%20to%20Quality.pdf