Module 1 The Teacher and The School Curriculum

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course The Teacher and the School Curriculum
Sem/AY Second Semester/2022-2023
Module No. 1
Lesson Title The Teacher as a Curricularist
Week
1–5
Duration
Date 30 January to 3 March, 2023
Description This course discusses the philosophies, theories and legal bases of inclusive and special
of the needs education, typical and atypical development of children, learning characteristics
Lesson of students with special educational needs (gifted and talented, learners with difficulty
seeing, learners with difficulty hearing, learners with difficulty communicating, learners
with difficulty walking/moving, learners with difficulty remembering/focusing,
learners with difficulty with self-care) and strategies in teaching and managing these
learners in the regular classes.
Learning Outcomes
1
Students should be able to meet the following intended learning outcomes:
Intended
 Identify the personal and professional competencies of teachers
Learning
 Describe the traits of 21st century teachers
Outcomes
 Explain the Philippine Professional Standards of Teachers (PPST)
At the end of the lesson, students should be able to:
 Identify the personal and professional characteristics of teachers through
Targets/ clustering
 Describe the twenty first century skills of teachers
Objectives
 Explain the Philippine Professional standards for Teachers (PPST)
 Analyze the P21 skills in relation to curriculum development
 Write insights on the P21 skills in relation to curriculum development.
Student Learning Strategies

Online/Offline Lecture Guide
Activities
(Synchronous/ The Professional and Personal Competencies of a Teacher According to
Dep Ed Order no. 42, s. 2017
Asynchronous)
LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF SPECIAL EDUCATION AND INCLUSIVE EDUCATION STEPHANIE AGUIRRE
Province of Laguna
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the
Philippines can develop holistic learners who are steeped in values, equipped with
21st century skills, and able to propel the country to development and progress. This
is in consonance with the Department of Education vision of producing: “Filipinos
who passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building the
nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student
achievement, i.e., quality learning is contingent upon quality teaching. Hence,
enhancing teacher quality becomes of utmost importance for long-term and
sustainable nation building.
The changes brought about by various national and global frameworks such
as the K to 12 Reform and the ASEAN integration, globalization, and the changing
character of the 21st century learners necessitate improvement and adaptability of
education, and a call for the rethinking of the current teacher standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms

through a number of initiatives. As a framework of teacher quality, the National 2
Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009. It emerged as
part of the implementation of the Basic Education Sector Reform Agenda (BESRA),
and was facilitated by drawing on the learning considerations of programs, such as
the Basic Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third Elementary
Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of
teacher quality requirements in the Philippines. The reform process warrants an
equivalent supportive focus on teacher quality – high quality teachers who are
properly equipped and prepared to assume the roles and functions of a K to 12
teacher.
The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to
in-service training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement.
This set of standards makes explicit what teachers should know, be able to do and
value to achieve competence, improved student learning outcomes, and eventually
quality education. It is founded on teaching philosophies of learner-centeredness,
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lifelong learning, and inclusivity/inclusiveness, among others. The professional
standards, therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in
the Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations.
The following describes the breadth of 7 Domains that are required by

teachers to be effective in the 21st Century in the Philippines. Quality teachers in the
Philippines need to possess the following characteristics:
 recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research. They display proficiency in
Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching 3
strategies and technologies to promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order
to promote learner responsibility and achievement. They create an environment
that is learning-focused and they efficiently manage learner behavior in a physical
and virtual space. They utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards of learning.
 establish learning environments that are responsive to learner diversity. They

respect learners’ diverse characteristics and experiences as inputs to the planning
and design of learning opportunities. They encourage the celebration of diversity in
the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global
environment.
interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and based
on the principles of effective teaching and learning. They apply their professional
knowledge to plan and design, individually or in collaboration with colleagues, well-
structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They
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communicate learning goals to support learner participation, understanding and
achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating,

documenting and reporting learners’ needs, progress and achievement. They use
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback
about learning outcomes that informs the reporting cycle and enables teachers to
select, organize and use sound assessment processes.
 establish school-community partnerships aimed at enriching the learning

environment, as well as the community’s engagement in the educative process. They
identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their obligations
in upholding professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents, schools and the
wider community.
 value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching
such as caring attitude, respect and integrity. They value personal and professional
reflection and learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning. 4
The 7 Domains collectively comprise 37 strands that refer to more
specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
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3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
5
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
Domain 6, Community Linkages and Professional Engagement, consists
of four strands:
1. Establishment of learning environments that are responsive to community
contexts
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2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains
five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
I.1. The Teacher and the School Curriculum

Formal, non-formal or informal education do not exist without a curriculum.
Classrooms will be empty with no curriculum. Teachers will not have anything
to do without a curriculum (Bilbao, 2020).
6
In the current Philippine educational system, different schools are established

in different educational levels which have corresponding recommended
curricula. The educational levels are:
1. Basic Education. This includes Kindergarten, Grade 1 to 6 (Elementary),

Grade 7-10 (Junior High School), Grade 11-12 (Senior High School). The
new basic education levels are provided in the K-12 Enhanced Curriculum
of 2013 of the Department of Education.
2. Technical Vocational Education. This is post-secondary technical

vocational educational and training taken care of Technical Educational and
Skills Development Authority (TESDA).
3. Higher Education. This includes the Baccalaureate or Bachelor’s degrees

and Graduate Degrees (Master’s and Doctorate) which are under the
regulation of Commission on Higher Education (CHED).
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Types of Curricula Simultaneously Operating in the Schools
1. Recommended Curriculum. Almost all curricula found in our schools are

recommended. For basic Education, these are recommended by the
department of Basic Education (DepEd), for Higher education, by the
Commission on Higher Education (CHED) and for vocational education by
TESDA. These three government agencies oversee and regulate Philippine
education. The recommendation come in the form of memoranda or policies,
standards and guidelines. Other professional organizations or international
bodies like UNESCO also recommend curricula in schools.
2. Written Curriculum. This includes documents based on the recommended

curriculum. They come in the form of course of study, syllabi, modules,
books or instructional guides among others. A pocket of this written
curriculum is the teacher’s lesson plan. The most recent written curriculum
is the K to 12 for Philippine Basic Education.
3. Taught Curriculum. From what has been written or planned, the curriculum
has to be implemented or taught. The teacher and the learners will put life to
the written curriculum. The skill of the teacher to facilitate learning based on
the written curriculum with the aid of instructional materials and facilities
will be necessary. The taught curriculum will depend largely on the teaching
style of the teacher and the learning style of the learners. 7
4. Supported Curriculum. This is described as support materials that the

teacher needs to make learning and teaching meaningful. These include print
materials like books, charts, posters, worksheets, or non-print materials like
Power Point presentation, movies, slides, models, realia, mock-ups and other
electronic illustrations. Supported curriculum also includes facilities where
learning occurs outside or inside the four-walled building. These include the
playground, science laboratory, audio-visual rooms. Zoo. Museum, market
or the plaza. These are the places where authentic learning through direct
experiences occurs.
5. Assessed Curriculum. Taught and supported curricula have to be evaluated

to find out if the teacher has succeeded or not in facilitating learning. In the
process of teaching and at the end of every lesson or teaching episode, an
assessment is made, it can either be assessment fir learning, assessment as
learning or assessment of learning. If the process is to find the progress of
learning, then the assessed curriculum is for learning, but if it is to find out
how much has been learned or mastered, then it is assessment of learning.
Either way, such curriculum is the assessed curriculum.
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6. Learned Curriculum. How do we know if the student has learned? We
always believe that if a student changed behavior, he/she has learned. For
example, from a non-reader to reader or from now knowing to knowing or
from being disobedient to being obedient. The positive outcome of teaching
is an indicator of learning. These are measured by tools is assessment, which
can indicate the cognitive, affective and psychomotor outcomes. Learned
curriculum will also demonstrate higher order and critical thinking and
lifelong skills.
7. Hidden/Implicit Curriculum. The curriculum is not deliberately planned,

but has a great impact on the behavior of the learner. Peer influence, school
environment, media, parenteral pressure, societal changes, cultural practices,
natural calamities, are some factors that create the hidden curriculum.
Teachers should be sensitive and aware of this hidden curriculum. Teachers
must have good foresight to include these in the written curriculum, in order
to bring the surface what are hidden.
TEACHER AS A CURRICULARIST
A person who is involved in curriculum knowing, writing, planning,
implementing, evaluating, innovating, and initiating may be designated as
curricularist. A TEACHER's role is broader and inclusive of other functions and so
a teacher is a curricularist.
Let us describe the teacher as a curricularist. 8
The teacher as a curricularist …
1. knows the curriculum. Learning begins with knowing. The teacher as a

lontent. As a teacher, one has to master what are included in the curriculum.
It is acquiring academic knowledge both formal (disciplines, logic) or
informal (derived from experiences, vicarious, and unintended). It is the
mastery of the subject matter. (KNOWER)
2. writes the curriculum. A classroom teacher takes record of knowledge

concepts, subject matter or content. These need to be written or preserved.
The teacher writes books, modules, laboratory manuals, instructional guides,
and reference materials in paper or electronic media as a curriculum writer
or reviewer. (WRITER)
3. plans the curriculum. A good curriculum has to be planned. It is the role of

the teacher to make a yearly, monthly or daily plan of the curriculum. This
will serve as a guide in the implementation of the curriculum. The teacher
takes into consideration several factors in planning a curriculum. These
factors include the learners, the support material, time, subject matter or
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content, the desired outcomes, the context of the learners among others. By
doing this, the teacher becomes a curriculum planner. (PLANNER)
4. initiates the curriculum. In cases where the curriculum is recommended to

the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other
educational agencies for improvement of quality education, the teacher is
obliged to implement it. Implementation of a new curriculum requires the
open mindedness of the teacher, and the full belief that the, curriculum will
enhance learning. There will be many constraints and difficulties in doing
things first or leading, however, a transformative teacher will never hesitate
to try something novel and relevant. (INITIATOR)
5. innovates the curriculum. Creativity and innovation are hallmarks of an

excellent teacher. A curriculum is always dynamic; hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time, ways
of evaluating, kinds of students and skills of teachers, one cannot find a single
eternal curriculum that would perpetually fit. A good teacher, therefore,
innovates the curriculum and thus becomes a curriculum innovator.
(INNOVATOR)
6. implements the curriculum. The curriculum that remains recommended or

written will never serve its purpose. Somebody has to implement it. As
mentioned previously, at the heart of schooling is the curriculum. It is this 9
role where the teacher becomes the curriculum implementor an implementor
gives life to the curriculum plan. The teacher is at the height of an
engagement with the learners, with support materials in order to achieve the
desired outcome. It is where teaching, guiding, facilitating skills of the
teacher are expected to the highest level. It is here where teaching as a science
and as an art will be observed. It is here, where all the elements of the
curriculum will come into play. The success of a recommended, well written
and planned curriculum depends on the implementation.
(IMPLEMENTOR)
7. evaluates the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Does it bring the
desired results? What do outcomes reveal? Are the learners achieving? Are
there some practices that should be modified? Should the curriculum be
modified, terminated or continued? These are some few questions that need
the help of a curriculum evaluator. That person is the teacher.
(EVALUATOR)earner starts with knowing about the curriculum, the
subject matter or the c
I.2. Teacher as a Knower of Curriculum
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THE SCHOOL CURRICULUM: DEFINITION NATURE

AND SCOPE
Like many concepts in education, there seems to be no common definition of
'curriculum'. Because of this, the concept of curriculum is sometimes characterized
as fragmentary, elusive and confusing. However, the word originates from the Latin
word currere referring to the oval track upon which Roman chariots raced.
The New International Dictionary defines curriculum as the whole. body of a

course in an educational institution or by a department while the Oxford English
Dictionary defines curriculum as courses taught in schools or universities.
Curriculum means different things to different people, sometimes educators equate
curriculum with the syllabus
Some Definitions of Curriculum
1. Curriculum is a planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learners' continuous and
willful growth in personal social competence." (Daniel Tanner, 1980) 10
2. It is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities,

the desired learning outcomes and experiences, product of culture and an agenda
to reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes "all of the experiences that individual learners have in a

program of education whose purpose is to achieve broad goals and related
specific objectives, which is planned,in terms ot a framework of theory and
research or past and present professional practice." (Hass, 1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils

will attain so far as possible certain educational and other schooling ends or
objectives. (Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and
place, a tool that aims to bring about behavior changes in students as a result of
planned activities and includes all learning experiences received by students with
the guidance of the school. (Goodland and Su, 1992)
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7. It provides answers to three questions: 1. What knowledge, skills and values are
most worthwhile? 2. Why are they most worthwhile? 3. How should the young
acquire them? (Cronbeth, 1992)
Some Points of View of Other Curricularists
Points of view about the curriculum can either be traditional or progressive

according to the person's philosophical, psychological and even psychological
orientations. These views can also define what a curriculum is all about.
Traditional Points of View
a. Robert M. Hutchins views' curriculum as "permanent studies" where rules

of grammar, reading, rhetoric, logic and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, ‘rithmetic) should be emphasized
in basic education while liberal education should be the emphasis in college.
b. Arthur Bestor as an essentialist, believes that the mission of the school 11

should be intellectual training, hence curriculum should focus on the
fundamental intellectual disciplines of grammar, literature and writing. It
should include mathematics, science, history and foreign language.
c. Joseph Schwab thinks that the sole source of curriculum is a discipline, thus
the subject areas such as Science, Mathematics, Social Studies, English and
many more. In college, academic disciplines are labelled as humanities,
sciences, languages, mathematics among others. He coined the word
discipline as a ruling doctrine for curriculum development.
d. Phillip Phenix asserts that curriculum should consist entirely of knowledge

which comes from various disciplines.
Progressive Points of View
a. John Dewey believes that education is experiencing. Reflective thinking is a

means that unifies curricular elements that are tested by application.
b. Holin Caswell and Kenn Campbell viewed curriculum as all experiences

children have under the guidance of teachers.
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c. Othaniel Smith, William Stanley and Harlan Shore likewise defined

curriculum as a sequence of potential experiences, set up in schools for the
purpose of disciplining children and youth in group ways of thinking and
acting.
d. Colin Marsh and George Willis also viewed curriculum as all the
experiences in the classroom which are planned and enacted by the teacher
and also learned by the students.
CURRICULUM is what is taught in school, a set of content, a program of

studies, a set of materials, a sequence of a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside of
school directed by the teacher, everything planned by school, a series of
experiences undergone learners in school or what individual learner experiences
as of school. In short, curriculum is the total learning experiences learner under
the guidance of the teacher.
12
Performance Tasks
PT 1 Answer the following questions:

1. What makes you a great candidate to serve the children of the future generation as a professional
teacher? What qualities do you possess that you think will help you an effective teacher in the future?
Criteria:
Organization of thoughts: 5 points
Syntax and Grammar: 5 points
Clarity: 5 points
Technicality (3 paragraphs or at least 1-page in length): 5 points
Total: 20 points
2. In your own words, explain the following concepts about “Curricula”: (Note: All necessary citations
should be indicated properly.)
a. Curricula as a Set of Objectives (5 points)
b. Curricula as Courses of Study or Content (5 points)
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c. Curricula as Plans (5 points)
d. Curricula as Documents (5 points)
e. Curricula as Experiences (5 points)
PT 2 – Download a copy of the MELCs 2019 and the Dep Ed Curriculum Guide intended for your
major/course. You will need it in answering PT2.
1. What is MELC? Define its purpose. (5 points)
2. Why was there a need to use the MELCs? (5 points)
3. Create a table of similarities and differences of the MELCs and the 2016 Dep Ed Curriculum Guide. (5
points)
4. Are the changes made in the MELCs essential? Why or why not? (5 points)
5. Observe the 2016 Dep Ed Curriculum Guide. Mention 5 details did you find that you think is essential
for you to learn about? Elaborate. (10 points)
PT3 – Show the difference of the Traditional and Progressive Points of View about “Curriculum”
through an illustration.
13
Criteria:
Shows 2 points of view about “curriculum”: 15 points
Creativity: 10 points
Total: 25 points
Learning Resources
a. Department of Education (August, 2017) https://www.deped.gov.ph/wp-

content/uploads/2017/08/DO_s2017_042-1.pdf
b. “Types of Curriculum” (January, 2023)
https://curriculumucentral.files.wordpress.com/2016/04/types-of-curriculum.pdf
c. Su, Shao-Wen. (2012). The Various Concepts of Curriculum and the Factors Involved in Curricula-
making. Journal of Language Teaching and Research. 3. 10.4304/jltr.3.1.153-158.
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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

Student Learning Strategies

Professional standards for teachers

The Philippine Government has consistently pursued teacher quality reforms

The Philippine Professional Standards for Teachers, which is built on NCBTS,

Teacher quality in the Philippines

The following describes the breadth of 7 Domains that are required by

 recognize the importance of mastery of content knowledge and its

 establish learning environments that are responsive to learner diversity. They

 apply a variety of assessment tools and strategies in monitoring, evaluating,

 establish school-community partnerships aimed at enriching the learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy

7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

I.1. The Teacher and the School Curriculum

In the current Philippine educational system, different schools are established

1. Basic Education. This includes Kindergarten, Grade 1 to 6 (Elementary),

2. Technical Vocational Education. This is post-secondary technical

3. Higher Education. This includes the Baccalaureate or Bachelor’s degrees

1. Recommended Curriculum. Almost all curricula found in our schools are

2. Written Curriculum. This includes documents based on the recommended

4. Supported Curriculum. This is described as support materials that the

5. Assessed Curriculum. Taught and supported curricula have to be evaluated

7. Hidden/Implicit Curriculum. The curriculum is not deliberately planned,

1. knows the curriculum. Learning begins with knowing. The teacher as a

2. writes the curriculum. A classroom teacher takes record of knowledge

3. plans the curriculum. A good curriculum has to be planned. It is the role of

4. initiates the curriculum. In cases where the curriculum is recommended to

5. innovates the curriculum. Creativity and innovation are hallmarks of an

6. implements the curriculum. The curriculum that remains recommended or

THE SCHOOL CURRICULUM: DEFINITION NATURE

The New International Dictionary defines curriculum as the whole. body of a

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended

2. It is a written document that systematically describes goals planned, objectives,

3. The contents of a subject, concepts and tasks to be acquired, planned activities,

4. A curriculum includes "all of the experiences that individual learners have in a

5. It is a programme of activities (by teachers and pupils) designed so that pupils

Some Points of View of Other Curricularists

Points of view about the curriculum can either be traditional or progressive

Traditional Points of View

a. Robert M. Hutchins views' curriculum as "permanent studies" where rules

b. Arthur Bestor as an essentialist, believes that the mission of the school 11

d. Phillip Phenix asserts that curriculum should consist entirely of knowledge

Progressive Points of View

a. John Dewey believes that education is experiencing. Reflective thinking is a

b. Holin Caswell and Kenn Campbell viewed curriculum as all experiences

c. Othaniel Smith, William Stanley and Harlan Shore likewise defined

CURRICULUM is what is taught in school, a set of content, a program of

PT 1 Answer the following questions:

a. Department of Education (August, 2017) https://www.deped.gov.ph/wp-

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