MABALACAT CITY COLLEGE

INSTITUTE OF ARTS, SCIENCES AND TEACHER EDUCATION

FIRST SEMESTER, A.Y. 2021-2022 (CYCLE 1)
Module Guide for PCK105 – THE TEACHER AND THE SCHOOL CURRICULUM

VISION: Mabalacat City College envisions itself to be the top choice in the MISSION: The Mission of Mabalacat City College is to meet the needs of its
community it serves for quality education and training by 2025. community as a center for learning aiming for open admission policy.

COURSE DESCRIPTION:

This course includes the study of the fundamental research-based concepts and principles in curriculum and curriculum development as a foundation to engage
prospective teachers as curricularists. It also focuses on the more active role of the teacher in planning a developmentally-sequenced teaching-learning process; identifying
constructively-aligned learning outcomes and competencies; contextualizing, localizing and indigenizing curricula; implementing relevant and responsive learning programs;
and evaluating the curriculum towards its improvement. The teachers’ individual, collegial and collaborative roles in managing school curriculum change vis-à-vis various
contexts of teaching-learning, curricular requirements and curricular reforms shall also be given emphasis. (Prototype Syllabi for Pre-service Teacher Education Compendium
Series, 2020, Department of Education, Teacher Education Council, Philippine National Research Center for Teacher Quality )

PROGRAM INTENDED LEARNING OUTCOMES (PILO): Based on CHED Memorandum Order No. 76 series 2017

The graduates of BECEd have the ability to:

1. Demonstrate high level of content and pedagogical knowledge;

2. Demonstrate appreciation for diversity;
3. Manifest collaborative skills;
4. Demonstrate innovative thinking;
5. Possess critical and problem solving skills;
6. Advocate for children’s rights, equity, community, nationalism and democratic ideas; and
7. Pursue lifelong learning.

PRE-REQUISITE: None

NUMBER OF UNITS: 3 Units Lecture

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COURSE INTENDED LEARNING OUTCOMES: Based on Prototype Syllabi for Pre-service Teacher Education Compendium Series, 2020, Department of Education,
Teacher Education Council, Philippine National Research Center for Teacher Quality

At the end of the course, pre-service teachers should be able to:

1. Demonstrate research-based knowledge of the concepts, theories and principles in curriculum and curriculum development within and/or across curriculum teaching
areas;
2. Demonstrate skills in designing and developing constructively-aligned and developmentally-sequenced learning programs, experiences and instructional processes
consistent with curricular needs;
3. Demonstrate knowledge in implementing contextualized learning programs and/or instructional plans that are relevant and responsive to the needs of diverse
learners;
4. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; and
5. Demonstrate skills in the selection and use of tools appropriate for monitoring, critiquing and assessing instructional plans; and seek advice concerning strategies
that can enrich teaching practice.

COURSE OUTLINE

Assessment Tasks
Learning Materials Intended Learning Outcomes
Week Topic (Requirements with
(with references following OER plagiarism and IPR policies) (ILO)
schedule or time allotment)
Module 1 Abridged Lecture Notes:  Interpret the traditional Worksheet 1
1-2 Curriculum: Definition, Components Curriculum: Definition, Components and Process – Teacher- and progressive views of
and Process made curriculum EDMODO/MS Teams: 60
minutes (Multiple Choice)
 Curriculum from Different PowerPoint Presentation: 30 minutes approximately for  Enumerate and explain the
Perspective each subtopic different components of Due Date:
the curriculum September 18, 2021
 Components of the Curriculum
Suggested Web Readings:
 Teaching and Learning – Different meanings of “curriculum”  Describe the implications
Curriculum Process in the School http://www.ibe.unesco.org/en/geqaf/annexes/technical- of teaching and learning as
notes/different-meanings- curriculum process in the
%E2%80%9Ccurriculum%E2%80%9D#:~:text=Curriculum school
%20can%20be%20envisaged%20from%20different%20per
spectives.&text=In%20addition%2C%20curriculum%20theo
ry%20points,aspects%20of%20a%20learning%20process
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 Five Theoretical Perspectives on Curriculum
https://www.emilahangarzadeh.com/single-
post/2014/12/22/Five-Theoretical-Perspectives-on-
Curriculum

The 4 Components of Curriculum

http://olga-syscurriculum.blogspot.com/2011/05/4-
components-of-curriculum-cayadong.html

Role of Teachers in the Curriculum Process

https://work.chron.com/role-teachers-curriculum-process-
5344.html

Module 2 Abridged Lecture Notes:  Find out how the school Worksheet 2
3 Designing the Curriculum Designing the Curriculum – Teacher-made curricula is made or
crafted EDMODO/MS Teams: 60
 Models PowerPoint Presentation: 30 minutes approximately for minutes (Multiple Choice)
 Dimensions each subtopic  Describe and explain some
of the design models of Due Date:
 Approaches Suggested Web Readings: curriculum September 25, 2021
An Introduction to Curriculum Design and Planning
https://teacherofsci.com/curriculum-design-and-planning/  Identify and characterize
the parameters for
designing the curriculum

 Identify and analyze the

commonly used
approaches in the design
of curriculum

Module 3 Abridged Lecture Notes:  Identify and explain the Worksheet 3

4-5 Curriculum Implementation Curriculum Implementation – Teacher-made participation of the
different interested Output:
 Role of Stakeholders
3

 Role of Technology
 Monitoring and Evaluation
Modules 4
6-7 Curriculum Assessment
 Purpose of Assessment
 Criteria for Assessment
 Tools of Assessment
 Connection to Instruction
PowerPoint Presentation: 30 minutes approximately for stakeholders of the “Roles of the Different
each subtopic curriculum Stakeholders”
(Reflection Paper; Rubric
Suggested Web Readings:  Discover the role of will be Provided)
Curriculum Implementation technology in the practical
http://www.ibe.unesco.org/en/glossary-curriculum- phase of curriculum Due Date:
terminology/c/curriculum-implementation implementation October 9, 2021
 Explain the different Rubric Criteria:
processes as they apply to Reflection
monitoring and evaluation Analysis
of curriculum Making Connection
Grammar, Usage, Spelling
& Organization
Timeliness
Abridged Lecture Notes:  Understand the continuous Worksheet 4
Curriculum Assessment – Teacher-made process of curriculum
assessment EDMODO/MS Teams: 60
PowerPoint Presentation: 30 minutes approximately for minutes (Multiple Choice)
each subtopic  Enumerate and explain the
important purposes of Due Date:
Suggested Web Readings: assessment October 23, 2021
Curriculum and Assessment: Two Sides of the Same Coin
https://www.ascd.org/el/articles/curriculum-and-assessment-  Identify and explain the
two-sides-of-the-same-coin standards followed in
assessment
 Infer on the appropriate
strategies and tools used
to assess the curriculum
 Illustrate the link between
curriculum and instruction
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 Module 5 Abridged Lecture Notes:  Summarize and review Worksheet 5
8 Curriculum Innovation Curriculum Innovation – Teacher-made some local and global
innovations in curriculum Output:
 Local Trends PowerPoint Presentation: 30 minutes approximately for “Search for Local and
 Global Trends each subtopic  Highlight the changes and Global Trends in
modifications introduced Curriculum”
Suggested Web Readings: in some remarkable (Expanded Essay; Rubric
Curriculum Innovation in Times of the COVID-19 Pandemic: curriculum trends will be Provided)
The Thinking-Based Instruction Theory and Its Application
https://www.frontiersin.org/articles/10.3389/fpsyg.2021.6016 Due Date:
07/full November 6, 2021

Rubric Criteria:
Choice of Curriculum
Innovation
Introduction
Description and Argument
Conclusion
Presentation

9 FINAL EXAMINATION Expanded Essay – “Search for Local and Global Trends in Curriculum” (Output from Module 5)
Due Date: November 6, 2021

REFERENCES:

Bilbao, Puritan P., Lucido, Paz I., Iringan, Tomasa C., Javier, Rodrigo B. (2008). Curriculum Development. Lorimar
Llagas, Avelina T., Corpuz, Brenda B., Bilbao, Purita P. (2016). Becoming a 21st Century Educational Leader. Lorimar
Lucas, Maria Rita D., Corpuz, Brenda B. (2014). Facilitating Learning: A Metacognitive Process. Lorimar
Spady, William G., Uy, Francis Aldrine A. (2014). Outcome-Based Education: Critical Issues and Answers. MaxCor Publishing House Inc.
Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub.
Bago, Adelaida L. (2008). Curriculum Development: the Philippine Experience. 2008
Estes (2015). Instruction: a models approach. 7th ed. Pearson (D).
Flinder. (2012). The curriculum studies reader, 4th ed. Routledge.
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 Glatthorn, Allan. (2012). Curriculum leadership: strategies for development and implementation. Thousand Oaks, California: SAGE Publications.
Henderson, (2014). Reconceptualizing curriculum development: inspiring and informing action. Routledge.
Helbowitsh, Peter S. (2013). Basic Principles of Curriculum and instruction. Chicago. The University of Chicago Press.
Lemlech, Johanna Kasin. (2010). Curriculum and Instructional Methods for the Elementary and Middle School. Allyn and Bacon.
Marsh, Colin, J. (2004). Key concepts for Understanding Curriculum. Oxon. Routledge Falmer.
Milman (2013). Teaching Models: designing instructions for 21st Century learners. Pearson Education.
Ornstein (2016). Curriculum: foundations, principles, and issues with enhanced Pearson e-text access. Pearson Education.S;
Slattery, 2012. Curriculum development in the postmodern era: teaching and learning in the age of accountability.
http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curiculum%20lectures%20en/curriculum%20concepts%20nature%20and%20purposes.pdf

BASIC INFORMATION AND POLICIES:

Grading System:
Formative & Summative Assessments (Theories and Applications/Worksheets) 60%
Final Examination (Lesson Plan and Demonstration Teaching) 40%
100%
Online Course Policies:
1. Data Privacy – Please observe privacy, consent and confidentiality when sharing, collecting and storing third party data.
2. Academic Honesty – Please uphold the following values: honesty, fairness, respect and responsibility. Treat the Instructor and Classmates with respect in any form of
communication (email, chat messages, text messages, etc)
3. eLearning Courses - visit the OER sites indicated in this OBTL Plan to view the contents (or secure a copy of the printed module) and be mindful of new announcements
by daily reading or checking course information disseminated via online.
4. Manage your time in online or offline courses and if possible set a consistent distraction-free study environment.
5. For worksheets tied to weekly course content, submission deadlines are indicated but since flexible learning adapted is asynchronous, giving of extra time to all students
may be discussed with the Instructor.