Close Encounter With School Curriculum

Republic of the Philippines
CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER
EDUCATION
AACIP Level II Accredited Programs: Bachelor of Secondary Education & Bachelor of Elementary Education
CLOSE ENCOUNTER WITH SCHOOL

CURRICULUM
LEARNING EPISODE 5
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each learner in each grade level. Thus, schools have recommended
curriculum which is the enhanced K to 12 curricula. The recommended curriculum was
translated into written curriculum like books, modules, teachers' guides and lesson plans which
are the basis of the taught curriculum. A teacher who implements the curricula. Needs support
materials support curriculum) to enhance teaching and learning so that the written and the taught
curricula can be assessed (assessed curriculum) in order to determine if learning took place
(learned curriculum). However, there are so many activities that happen in schools but are not
deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing
minuscule curriculum called a lesson plan or a learning plan. The teacher then puts life to
lesson plan by using it as a guide in the teaching-learning process where different strategies
can be used to achieve the learning objectives or outcomes. There are many styles of writing
a lesson plan, but the necessary parts or elements such as (a) Learning Outcomes (b) Subject
Matter (c)Teaching -Learning Strategies, and (d) Evaluation or Assessment should always be
included. All of these elements should be aligned so that at the end of the teaching-learning
episode, learning will be achieved with the classroom teacher as a guide.
Target Intended Learning Outcome:
At the end of this Episode, I must be able to:
o identify the different curricula that prevail in the school setting.

o describe how the teacher manages the school curriculum by planning,
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implementing lessons through different strategies and assessment of learning

outcomes; and
CSU VISION: CSU is a university with global stature in the arts, culture, agriculture and fisheries, the sciences as well as technological
and professional fields.
CSU MISSION: Cagayan State University shall produce globally competent graduates through excellent instruction, innovative and
creative research, responsive public service and productive industry and community engagement.
CTE GOALS: To prepare competent elementary, secondary and technical vocational school teachers with adequate knowledge and skills
and desirable values which are necessary in developing the manpower of the country and in undertaking functional classroom and
community-based researches and extension activities.
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o analyze if the teacher aligns the objectives to subject matter, to teaching

strategies and assessment.
REVISIT the Learning Essentials

School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders
are the learners and the teachers.
Basic education in the Philippines is under the Department of Education or

DepEd and the recommended curriculum is the K-12 or Enhanced Basic Education
Curricula of 2013. All basic education schools offering kindergarten (K) elementary
(Grades 1 to 6) and Secondary (Grades7-10, Junior High School and Grades 11 to 12,
Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12.
What are the salient features of the K to12 Curriculum? Here are the features. It is
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized

lessons and addition of issues like disaster preparedness, climate change and
information and communication technology (ICT) are included in the curriculum.
Thus, in-depth knowledge, skills and values, attitude through continuity and
consistency across every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for higher
level skills.
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4. ensures unified and seamless learning. The curriculum is designed in a spiral
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progression where the students learn first the basic concepts, while they study the
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complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will
be ready for college or tech voc careers. Their choice of careers will be defined when they
go to Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of
many types for the Kindergarten to Grade 12in the country.
10.The enhanced curriculum K to12 curriculum is the Recommended Curriculum. It is to be
used nationwide as mandated by Republic Act 10533.
11.When the curriculum writers began to write the content and competency standards of the K
to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the
Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson plan. A lesson plan
is a written curriculum in miniscule.
12.What has been written in a lesson plan has to be implemented. It is putting life to the written
curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher is very
crucial.
13.A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
14.In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The curriculum
is now called the Assessed Curriculum.
15.The result of the assessment when successful is termed as Learned Curriculum. Learned
curriculum whether small or big indicates accomplishment of learning outcomes.
16.However, there are unplanned curriculum in schools. These are not written, nor
deliberately taught but they influence learning. These include peerinfluence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
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So what will be the roles and responsibilities of the teacher in the relations with the school
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curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
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Teachers then should be multi-talented professionals who:
∙ know and understand the curriculum as enumerated above;
∙ write the curriculum to be taught;
∙ plan the curriculum to be implemented;
∙ initiate the curriculum which is being introduced;
innovate the curriculum to make it current and updated;
∙ implement the curriculum that has been written and planned; and ∙ evaluate the written,
planned and learned curriculum.
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Sęcure a copy,
make observations of the process and record your information in the matrix below. Describe
your observations.
Resource Teacher: Andreya Labbao

School: Aparri School of Arts and Trades
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Subject Areas: Mathematics

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Grade/Year Level: 8
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Date:
ACIVITY 5.1: CURRICULA IN THE SCHOOL SETTING

1. Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process, and record your information in the matrix below.
Describe your observations.
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Type of Curriculum Where found Description
1. Recommended DepEd, Ched or Identifies, select and includes the

Curriculum (K to 12 organizations that skills and concept and content that
Guidelines) can create, will be taught primarily throughout
recommend and the learning process
implement the
curriculum
2. Written Curriculum School districts The written curriculum is the

(Teacher's Lesson or the school program that is accredited and
Plan) itself approved by the governing body for
classroom instruction
3. Taught Curriculum Inside the The taught Curriculum is the one

(Teaching Learning Classroom being taught by the teacher inside
Process) the classroom wherein the teacher is
the primary implementer of the
curriculum
4. Supported Inside and Involves the extra/ additional

Curriculum (Subject outside the resources and learning experience
textbook classroom inside and/or outside the classroom
e.g.. books, technology, field trips
etc.
5. Assessed Curriculum Learning ouputs It includes both formative and

(Assessment Process) e.g. portfolios, summative evaluation of learners
perrformances, conducted by the teacher primarily
projects inside the classroom and/or from
external organizations
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6. Learned Curriculum Acquired Skills, Learned curriculum is the results of

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(Achieved Learning knowledge , different learning and experiences

Outcomes) attitude of the of the student from his interactions
students with his teacher, classmates and the
school
Hidden Curriculum Integrated within Refers
7. fields.
and professional to the unwritten,
CSU MISSION: (Media)Cagayan State University shall the formal
produce unofficial,
globally competent graduates throughand
often
excellent unintended
instruction, innovative and
curriculum but lessons, values, and

not partially
and desirable values which are necessary in developing or of theperspectives
the manpower that students
country and in undertaking learnand
functional classroom
the primarily
community-based researches and extension activities. in school
intended to be
taught.
COLLEGE OF TEACHER
EDUCATION
ANALYZE
1. Which of the seven types of curriculums in the school setting is easy to find? Why?
 Recommended curriculum
 Written curriculum
 Taught curriculum
 Assessed curriculum
 Learned curriculum
2. Which is difficult to observe? Why?
- hidden curriculum because it is unintended which is not being evaluated or enforced
hence not easy to observe.
3. Are these all found in the school setting? How do curricula relate to one another?
- yes, the types of curriculum are interconnected as they define, serve and enforce each
other. They relate to one another as they function with goals that are interrelated to one
another.
4. Draw a diagram to show the relationship of one curriculum to the other.
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REFLECT
Make a reflection on the diagram that you have drawn.
The hierarchy of the seven curriculum types is depicted in the diagram. Curriculum
is first developed or suggested by the legislative body, after which it is sent to school
districts, local schools, and classrooms for assessment and evaluation following
implementation. Because it is not meant to be taught in the first place, the hidden
curriculum is positioned outside of the hierarchy even though it exists in the same space
and helps the other curricula achieve their objectives.
There are different curriculum, they represent different functions and some are
better from one another, nevertheless, they do serve one purpose: to enhance student
learning and facilitate instruction .
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ACTIVITY 5.2: THE MINISCULE SCHOOL CURRICULUM: THE

LESSON, A CLOSER LOOK
Date:
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Topic:
Major Key Guide for Observation (Carefully look for the

Curriculum indicators/behavior of the teacher along the key points.
Components Write your observation and description in your notebook.)
A. Planning Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to

implement the plan?
d. Will the teacher assess or evaluate the lesson? How

will this be done?
B. Implementing Now it's time to observe how the teacher implemented

the prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side? Yes

e. Were the learners on task? /Or were they
participating in the class activity? 10
f. Was the lesson finished within the class period?
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C. Did learning occur in the lesson taught? Here you make

Evaluating/Asses observations to find evidence of learning.
sing a. Were the objectives as learned outcomes achieved?
and professional fields. b. How did the teacher assess/evaluate it?
CTE GOALS: To prepare competent elementary, secondaryc. What evidence
and technical was
vocational shown?
school Getadequate
teachers with pieces of evidence.
knowledge and skills
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1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
 She facilitates the students learning, interests and opportunities in order for them to
improve and succeed in today’s global world. She provides the student the avenue to
collaborate and express themselves, she uses different strategies to aid students learning and
program enhancements. She cultivates the potential of the students and develop them
holistically and globally competent.
2. Was the lesson implemented as planned? Describe.
 Yes, the teacher delivered the her lessons successfully, she did a good job in handling the
students in having active participation which led to good learning outcomes. There are some
unnecessary disruptions during the discussions but everything is highly structured and
organized based on my observation
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
 I can confidently say that the teacher is pleased and contented after the class since the
outcome of the discussion is lively, engaging and productive. She meets her objectives
for her every lesson thus I can say that her teaching instruction is efficient and effective.
4. Can you describe most students' reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.
 Majority of the students are actively participating and having fun in the discussion. Some
of them are overly hyped and some are not in focus but the teacher has shown good
management skills and tolerance that’s why the discussion went smoothly.
REFLECT
1. Based on your observations and tasks in Activity 2, how will you prepare your
lesson plan? Make a short paragraph on the topic.
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 the lesson plan should be built on the prior lesson so that the instruction and the student
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can transition smoothly to the next lesson. It should be constructed on the standard
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wherein the objectives are identified so that you know what you are trying to achieve. A
good teaching approach to have a structure in executing the lesson plan an assessment so
that their learning could be evaluated afterwards.
2. What value will it give to the teacher if the three components are aligned?
 It willl give the teacher a clear plan and structure in delivering, executing and evaluating
her lesson more effectively.
ACTIVITY 5.3: CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A

LESSON PLAN
Outcomes
At the end of the lesson, the learner must be able to:
 compute for the interest, future or maturity value and present value in
compound interest
 solve problems involving simple and compound interests
 Relate compound interest in real life situations
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OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson : operation of simple fractions
II. Subject area: Mathematics
III. Grade Level: 8
Outcomes:
Teaching Method:
Assessment:
Outcomes: Fill this up Teaching Method: Assessment: Fill this

up
At the end of the lesson, the Lecture using
learners should be able to : board discussion 10 items seat work
and powerpoint
1. Know the basic operation of
presentation
fractions
2. Relate their knowledge in

solving real world problems
involving fractions
3. Know how to solve the four

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operation of fraction
(addition,subtraction,
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multiplication and division )
COLLEGE OF TEACHER
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ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
 Yes, the three are constructively connected because beginning with the learning objectives
to the methods and ending with the assessment undertaken to evaluate the process are
aligned and supports each other.
2. Will the outcomes be achieved with the teaching methods used? Why?
 Yes, the outcomes are achieved with the teaching method used by the teacher. With the
lecture used for discussion to the exercises that the teacher used to assess what the student
have learned, the results of their evaluation speaks for themselves that the outcomes are
achieved.
3. What component would tell if the outcomes have been achieved?
 When the assessment results of at least 75% of students at the end of class or evaluation
produces passing or average scores means that the components are being achieved.
REFLECT
 What lessons have you learned in developing or writing a lesson plan?
- when it comes to planning a lesson plan, I have learned that you must align the three
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components in order to reach your goals. You need to identify what knowledge and skill you
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want your students to learn. Pick the best ways to attain the intended results, and have an
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assessment to evaluate and monitor their overall progress. All of these should be done within
the allotted time of course.
 What value will it give to the teacher if the three components are aligned?
- if the three components are aligned, the teacher will get the value of success. Success in
effectively providing the students with knowledge and experience.
SHOW YOUR LEARNING ARTIFACTS

Activity 1 Artifact
- 1. Present evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.
Activity 2: Artifact
- 1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
- 1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: (Modal Verb – Would, Might, and Shall)
Subject Area: ENGLISH
Grade Level: 9
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Lesson Outcomes Teaching Methods Evaluation
- Identify the uses Student Centered Learning 10 items multiple choice

of the modal verbs type of test.
could, would,
might and shall;
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Republic of the Philippines

CAGAYAN STATE UNIVERSITY

CLOSE ENCOUNTER WITH SCHOOL

o identify the different curricula that prevail in the school setting.

implementing lessons through different strategies and assessment of learning

o analyze if the teacher aligns the objectives to subject matter, to teaching

REVISIT the Learning Essentials

Basic education in the Philippines is under the Department of Education or

2. makes the curriculum relevant to the learners. The use of contextualized

curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?

Teachers then should be multi-talented professionals who:

∙ know and understand the curriculum as enumerated above;

∙ write the curriculum to be taught;

∙ plan the curriculum to be implemented;

∙ initiate the curriculum which is being introduced;

innovate the curriculum to make it current and updated;

Resource Teacher: Andreya Labbao

Subject Areas: Mathematics

ACIVITY 5.1: CURRICULA IN THE SCHOOL SETTING

Type of Curriculum Where found Description

1. Recommended DepEd, Ched or Identifies, select and includes the

2. Written Curriculum School districts The written curriculum is the

3. Taught Curriculum Inside the The taught Curriculum is the one

4. Supported Inside and Involves the extra/ additional

5. Assessed Curriculum Learning ouputs It includes both formative and

6. Learned Curriculum Acquired Skills, Learned curriculum is the results of

(Achieved Learning knowledge , different learning and experiences

curriculum but lessons, values, and

ACTIVITY 5.2: THE MINISCULE SCHOOL CURRICULUM: THE

Major Key Guide for Observation (Carefully look for the

b. What are included in the subject matter?

c. What procedure or method will the teacher use to

d. Will the teacher assess or evaluate the lesson? How

B. Implementing Now it's time to observe how the teacher implemented

b. What procedure or steps were followed?

c. How did the teacher engage the learners?

d. Was the teacher a guide at the side? Yes

C. Did learning occur in the lesson taught? Here you make

ACTIVITY 5.3: CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A

Outcomes: Fill this up Teaching Method: Assessment: Fill this

2. Relate their knowledge in

3. Know how to solve the four

multiplication and division )

 What lessons have you learned in developing or writing a lesson plan?

the allotted time of course.

effectively providing the students with knowledge and experience.

SHOW YOUR LEARNING ARTIFACTS

can be in pictures, realia, documents or others.

- 1. Present a sample curriculum in a form of a Lesson Plan.

- 1. Present a matrix to show the constructive alignment of the three components of a

Lesson Title: (Modal Verb – Would, Might, and Shall)

Subject Area: ENGLISH

Lesson Outcomes Teaching Methods Evaluation

- Identify the uses Student Centered Learning 10 items multiple choice

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