Republic of the Philippines

SORSOGON STATE UNIVERSITY

Sorsogon City Campus
BS EN 9001:2015 Sorsogon City
email: ssc@sorsu.edu.ph

BACHELOR OF SCIENCE
Major in EDUCATION (BSED, BPED, BEED, BCAED)

VISION

A research university with culture of excellence in developing globally competitive and values-
oriented leaders and professionals.

MISSION

Provide advanced higher professional, technical and special instructions, as well as undertake
innovative researches and collaborative extension and income generating programs, for the sustainable
development of Sorsogon.

PROGRAM GOAL

Provide for the development and training of effective elementary and secondary teacher’s vi-a’-vis the
SSC Teacher Education Program’s commitment to conduct innovative instruction, relevant research,
productive extension, and viable production services.

PROGRAM DESCRIPTION

The BSED degree is a teacher education program that prepares future teachers in basic education at the
elementary and secondary levels.

PROGRAM EDUCATIONAL OBJECTIVES

1. Develop teachers who are models of integrity, commitment and dedication to the noble
tradition of the teaching profession.
2. Establish authentic learning environment that caters a dynamic curriculum for all types of
learners.
3. Train students to become effective facilitators in the learning process of diverse types of
learners.
4. Create standard, updated, innovative and alternative instructional techniques, teaching
methods, approaches and learning strategies.
5. Design valid and reliable assessment strategies and evaluative techniques that shall provide
relevant feedback for better teaching and learning.
6. Disseminate research findings relevant to teacher education through instruction, extension,
and production
7. Establish national, regional, and local linkages of the experiential learning courses and other
cooperative undertakings.
8. Integrate gender and development basic concepts such as gender mainstreaming, right
based approach and women’s empowerment in the awareness of the future teachers.

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 PROGRAM OUTCOMES IN RELATION TO PROGRAM EDUCATIONAL OBJECTIVES

Program Educational Objectives

Program Outcomes
1 2 3 4 5 6 7 8
At the end of the program, the graduates should be able to:
a. Demonstrate in depth understanding of the x x x x x x x x
development of adolescent learners.
b. Exhibit comprehensive knowledge of various learning x x x x x x x x
areas in the secondary curriculum.
c. Create and utilize materials appropriate to the x x x x x x x x
secondary level to enhance teaching and learning.

d. Design and implement assessment tools and procedures x x x x x x x x

to measure secondary learning outcomes.
e. Increase awareness of Gender and Development. x x x x x x x x

COURSE SYLLABUS

1. Course Code : PROF EDUC 4

2. Course Title : The Teacher and the School Curriculum
3. Pre-requisite : None
4. Credit : 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
5. Class Schedule : Monday to Friday
6. Term : Second Semester AY 2021-2022
7. Consultation Time & Venue: By Online Appointment
8. Course Description :
The 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.

9. Course Objectives in Relation to Program Outcomes

Course Objectives Program Outcomes

At the end of the course, the students should be able to: a b c d e
1. Explain the College VM, Core Values, and QS; I I I E D

2. Explore how a curriculum can be used as a strategy for

I D I D D
positive educational reform and transformation;
3. Discuss the meaning and purpose of curriculum
development; foundations, models and approaches to
I E I D D
curriculum development, and curriculum-related issues and
trends;
4. Design a model curriculum and other instructional plans
for a specific group of learners, including appropriate E E I D D
resources and community linkages;
5. Develop relevant instruments for monitoring and
E E E D D
evaluating curriculum implementation and assessment;

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 6. Increase awareness of Gender and Development. I E D D D

Legend: I - Introductory E - Enabling D - Demonstrated

10. Course Content

WEE CO TOPICS Teaching Learning Activities Assessment

K
PREWORK:
A. Overview on the
VMGO, Briefing on
Gender perspectives &
DRRM – MGCQ
Protocols, Values
Integration, Course Online Briefing Briefing Review
Syllabus, Course and Checks
Requirements, Grading
System
B. 1. Your instructor
1 1, 6
2. The subject 3. Your
Takeaways 4. Flexible
learning approach 5.
Metacognitive Critical
Reading Reports 6.
Family and Community
engagement 7.
Reference text 8. Pre-
assessment

The Teacher’s Tasks Readings and Discussions

Today
https://opinion.inquirer.net/132215/ Peer Learning
teaching-online Modular Tasks

International and Local

Trends and Issues in Cover - Digital Divide (foleon.com) Reflective Solution
Education Paper Works
5 ways the Philippines can prepare its
schools for health crises in 2022
(rappler.com) Websites and
Article Review
1,2, https://inq.news/learning-poverty
2, 3, 4 3, 4,
5 Jasmin Jr., Felino S. (2021) Module
from Researches WEAVING DEBATES
AND WORKPLACE NARRATIVES;
REFRAMING DEBATERS’ SOCIAL
MEDIA DISCOURSE:
MANAGEMENT SUBTEXTS
Introduction to the CAPTURED Thought provoking
Curriculum Field –
Questions re
Individual Work, Curriculum
Nature of the Participatory and Creative Sharing
Curriculum

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 Online Reading, Questions for Scanning,
and Engaged Discussions on the Nature
of the Curriculum,
Praxis, Roles and Responsibilities

Philosophical Survey and Reading of Chapter 2 in the

1,2, Infographics, Oral
Foundations of Course Reference, Engaged Discussion,
3, 4, Presentation with
5 Curriculum & Analysis Online
5 Rubric

Historical-Social
Foundations of
1,2, Curriculum Survey and Reading of Chapter 3 with Historical Timeline
6 3, 4, Tasks Oral Presentation
5 with Rubric

Psychological
Foundations of Infographics
1, 2, Survey and Reading of Chapter 4,
Curriculum Presentation with
7 3, 4, Engaged Discussion Online
Rubric
5

Legal Foundations of Survey and Reading of Chapter 5 Infographics,

1, 2,
8 Curriculum Online Clarification Participation with
3, 4,
Rubric
5
9 MIDTERM EXAMINATION-PAPER PROPOSAL ORAL DEFENSE
Preparing Learning
outcomes aligned
Conceptualizing and Creative Exchange
to Learning
Curriculum Planning- of Ideas on Curriculum Planning,
Competencies; Set
Elements Design, and Organization
of
Developmentally-
sequenced Lesson
Plans
Reading of Chapter 6 and FB’s
1,2,
Curriculum Design and Messenger Room Discussion
10, 11 3, 4, Pitching of New
Organization-
5 Lesson Plan
Approaches, Types, Sample Curricula
Concepts and
Designing Elements, Critiquing/Comparative Analysis of their
Sequence with
and Components Design, Approaches, and Patterns
congruent learning
1ProfessionalEducationPrototypeSyllabi
outcomes and
Compendium.pdf
competencies;
With Rubric

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 Interview Write-up
Curriculum
on how curriculum
Development Chapter 7 Critical Reading Activities,
was developed to
Engaged Consultations Online
enrich teaching
practice
Researches on
1,2,
Curriculum Guided Curriculum Writing Learning
12, 13 3, 4, Written
Development and Activity
5 contextualized,
Curriculum
indigenized sample
Contextualization, The Importance of Diversity in Higher
lesson plans with
Indigenization, and Education (northeastern.edu)
Rubric
Localization

Curriculum
Implementation- Critical Reading of Chapter 8,
Written Outputs in
1. Models of Case Study of Learning Programs’ Best
1,2, Dyads with Guide
Implementation Practices
14 3, 4, for Assessment
2. Change Processes Engaged Discussion Online
5
3.Institutionalization

Curriculum Evaluation Chapter 9 Reading Tasks, Research Poster

1. Reasons Engaged Discussions showcasing varied
2. Types examples of
3. Models research studies on
curriculum
evaluation
Curriculum
1,2,3 Improvement Engaged Discussions on Curriculum Reflective Paper:
15, 16
4, 5 1. Levels of Improvement Role of Teachers in
Curriculum Curriculum
Improvement Evaluation and
2. Approaches Development

Curriculum Research Writing, Paper

Research Mentoring and Online
1,2,3 Consultation, Polishing up of Paper and
17 Writing Presentations with
4, 5 Online Defense
Rubric
1, 2,
FINAL EXAMINATION/
18 3, 4,
RESEARCH PAPER PRESENTATION/SUBMISSION
5

11. Course Outcomes in Relation to Course Objectives

Course Outcomes Course Objectives

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 A student completing this course will be able: 1 2 3 4 5

1. Apply course concepts and theories to educational practices analysis.

x x x
2. Appreciate and manage varied issues relating to curricula and
x x x x
instructional materials.
3. Analyze present best curricula and instructional plans with stakeholders.
x x x x

4. Recognize the relevance of the study of contemporary societies to

x x x x x
today’s issues and concerns.
5. Relate the role of effective curricular designs in international educational
settings. x x x x x

12. Performance Indicators

Program Outcomes Performance Indicators

Demonstrate themselves as effective curriculum
designers and implementers.
Develop criteria in assessing curricula.
Revisit relevant monitoring and evaluating
instruments.
Exhibit creativity individually and collaboratively in
writing tasks.
Illustrate awareness of areas of improvement in
varied learning environments and contexts.
Engage in impactful checks of contemporary
curricular practices.
Integrate learning into simulated and life activities.
Show confidence in performances and actualize
esprit de corps in group.

13. Course Requirements

1. Mentored Modified Research Paper

2. Critical Response Paper and Readings
3. Online Presentations
4. Engaged Discussions

14. Course Evaluation (Board Subject)

Examination 40%
Quizzes 25%
Recitation 20%
Project 10%
Aptitude/Attendance 5%

15. References

A. Books:

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 Main Text:

Orstein, Allan C. and Hunkins, Francis P (2018). Curriculum: Foundations, Principles, and
Issues. Pearson Education Limited.

Supplementary Materials:

Blazar, David et. al (2019) Learning by the Book Comparing Math Achievement
Growth by Textbook in Six Common Core States. Center for Education Policy Research
Harvard University

Doyle, Heather Beasley (2017) A Curriculum for Changing the World Preparing students
for an interconnected, global society — starting in kindergarten. Harvard Graduate School of
Education.

Jasmin Jr., Felino S. (2020) GEC PowerPoint Presentation

Jasmin Jr., Felino S. (2021) Module from Researches WEAVING DEBATES AND
WORKPLACE NARRATIVES; REFRAMING DEBATERS’ SOCIAL MEDIA DISCOURSE:
MANAGEMENT SUBTEXTS CAPTURED

Republic Act 11313: The Safe Spaces Act and Republic Act 7877 Anti-Sexual Harassment
Act of 1995 

B. Electronic Sources:
 Retrieved from: Cover - Digital Divide (foleon.com) (Accessed January 16, 2022)
 Retrieved from: Edilberto C. de Jesus, An EdCom is not an education strategy
@inquirer.net (Accessed August 7, 2021)
 Retrieved from: file:///C:/Users/User/Downloads/3-Elementary-Education-Prototype-
Syllabi-Compendium.pdf (Accessed January 16, 2022)
 Retrieved from: https://inq.news/learning-poverty (Accessed November 19, 2021)
 Retrieved from: 1ProfessionalEducationPrototypeSyllabiCompendium.pdf (Accessed
date: January 16, 2022)
 Retrieved from: 5 ways the Philippines can prepare its schools for health crises in 2022
(rappler.com) (Accessed January 16, 2022)
 Retrieved from: The Importance of Diversity in Higher Education (northeastern.edu)
(Accessed January 16, 2022)

16. Flexibility

This syllabus serves as guide for the semester as the class is flexible in attuning the flow of
lessons execution, delivery, and assessment according to prevailing circumstances and latest issuances.

Prepared by

FELINO S. JASMIN JR., Ph. D.

ASSOCIATE PROFESSOR II
felinojasmin4@gmail.com

Noted:

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ALFONSO L. GARCIA, Ed.D.
Dean, Teacher Education, Accountancy & Entrepreneurship

Recommending Approval:

__________________________
GERALDINE F. DE JESUS, MAT

Approved:

RITZELDA A. DERI, Ph. D.

VP for Academic Affairs

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