Republic of the Philippines

ISABELA STATE UNIVERSITY

San Mateo Campus
San Mateo, Isabela

BACHELOR OF SECONDARY EDUCATION

Course Syllabus
First Semester SY 2022-2023

Course Number Course Title Credit Unit/s Hours per Week

SEd Prof. 311 TEACHER AND THE SCHOOL CURRICULUM 3 Units 3 Hours

VISION INSTITUTIONAL OUTCOMES

A leading research university in the ASEAN region. ISU Expected Graduate Attributes

MISSION Communicator (Cm)

Isabela State University is committed to develop globally competitive human,
technological resources and services through quality instruction, innovative
research, responsive community engagement and viable resource management
programs for inclusive growth and sustainable development.
QUALITY POLICY
The Isabela State University endeavors to be a lead university in instruction,
research, extension, and resource generation through continual improvement of
services set by statutory, regulatory and accrediting bodies.
To uphold the commitment, ISU shall attain the following quality objectives:
1. Sustain academic excellence and quality in instruction;
2. Generate research breakthroughs;
3. Engage in sectoral activities for community;
4. Develop products for glocalization;
5. Support students’ participation to local and international fora to enhance
their potentialities; and
6. Review on periodic basis, the Quality Management System (QMS) and
gather feedbacks on the level of client satisfaction as basis for continual
improvement.
● Recognizes and values communication as a tool for conveying and interacting with others
and fostering their own learning.
Inquiry-focused and knowledgeable (IFK)
● Creates new knowledge and understanding through the process of research and inquiry.
● Demonstrates comprehensive theoretical and technical concepts related to their field of
specialization with relevant connections to industry, professional and regional knowledge.
Competitive (Cp)
● Initiates and innovates better ways of doing things.
● Promotes quality and productivity.
Collaborative and Effective Leader (CEL)
● Works in collaborative with others and manages group functioning to meet common goal.
Lifelong Learning (LL)
Acquires new skills and adapts to rapid changes in professional and personal environment.

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 GOALS OF THE BACHELOR OF SECONDARY EDUCATION PROGRAM OUTCOMES

In line with the Isabela State University’s vision and mission, the BSEd is tasked
to:
1. Enhancing the qualification of educators and professional development
equipped with advanced training and educational innovations as well as
research and extension capabilities; and,
2. Preparing and developing highly qualified basic education teachers and
skilled technologists through quality and well – rounded pre – service
training in both academic and vocational fields for diverse communities of
learners
The graduates of the Bachelor of Secondary Education program must be able to:
1. Articulate the rootedness of Education in philosophical, socio-cultural, historical,
psychological, and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices
6. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities
7. Pursue lifelong learning for personal and professional growth through varied experiential
and field – based opportunities

COURSE DESCRIPTION:
This course deals with the process of developing a curriculum which includes planning, designing, implementing, evaluating and revising the curriculum. It covers the
nature, purposes, foundations, approaches, and assessment of curriculum. It also includes topics about the stakeholders in curriculum implementation, roles of technology in
curriculum delivery, pilot testing, monitoring and evaluating curriculum implementation.

PREREQUISITE/S: None

COURSE OUTCOME: At the end of the course, the students should be able to:
a. discover and demonstrate best practices in the effective implementation of the curriculum;
b. formulate insights in the implementation of the curriculum programs at different educational levels; and,
c. critique a curriculum in the different educational levels

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 COURSE PLAN

Teaching & Teaching & No. of

Graduate Program Assessment Assessment
Intended Learning Outcomes Learning Content Learning Learning Lecture
Attributes Outcomes Tasks Tools
Activities Modality Hours
At the end of the semester, the Orientation Sharing of In-person Recitation Rubrics 1
Cm PO 1 students are expected to: 1. VMGO’s of the insights/ discussion
IFK PO 5 • Enumerate at least five University, Quality reactions
PO 6 comments or feedbacks on Policy, Institutional
PO 7 the Vision, Mission, Quality Outcomes and
Policy, and Institutional Goals of the
Outcomes of the University; Program
2. Syllabus
Goals and Outcomes of the
Program

IFK PO 1 ● Explain curriculum based on I. Curriculum Essentials Brainstorming In-person Distinguishing Definitions/des 8.5
Cp PO 3 different points of view and A. The School Curriculum: discussion traditional criptions of
PO 6 Definition, Nature, and Small group Modular curriculum Traditional and
Cm major foundations
Scope discussion from Progressive
● Contrast traditional and
-Curriculum from different progressive Curriculum
progressive curriculum curriculum
points of view
● Identify the different curricula Inventory of
B. The Curricula in Schools
that exist in the schools Table Curriculum
C. Approaches to the
● Create an inventory of the Completion Approach
School Curriculum
curriculum content, process, D. Curriculum Development
and product Reflection
Processes and Models writing
● Determine the similarities and
differences of the three models
of curriculum development
process
IFK PO 1 ● Identify the fundamentals of II. Designing the Curriculum Interactive In-person Lesson plan Rubrics 7
Cp PO 3 curriculum designing A. Fundamentals of lecture discussion analysis
PO 6 ● Examine the curriculum design Curriculum Design Modular
applied by a teacher based on B. Approaches to Small group Reflection
discussion Writing
a sample lesson plan Curriculum Designing
● Identify the curriculum design C. Curriculum Mapping and Research
dimension illustrated in K to 12 Curriculum Quality Audit

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 No. of
Teaching & Teaching & Lecture
Graduate Program Assessment Assessment
Intended Learning Outcomes Learning Content Learning Learning
Attributes Outcomes Tasks Tools Hours
Activities Modality

curriculum and in various

situations

Preliminary Exam – 1.5 hours TOTAL 18 hours

IFK PO 1 ● Identify factors that would III. Implementing the Interactive In-person Table Driving/ 9
Cp PO 3 contribute to the success or Curriculum lecture discussion completion Restraining
LL PO 6 failure of K to 12 Curriculum A. Implementing the Modular Design a Force Table
Small group futuristic
● Review the components of a Designed Curriculum as
discussion classroom Rubric for
daily plan for teaching a Change Process Visual
● Write a group lesson plan that B. Implementing a Lesson Presentation
is most suitable to students’ Curriculum Daily in the Planning
learning style Classroom Survey Tool
● Assess a visual presentation C. The Role of Technology Curriculum
based on recommended in Delivering the Activities
criteria Curriculum
Survey
● Analyze group lesson plans D. The Teacher as a
based on TPACK Framework Curricularist
● Conduct a survey using the E. Stakeholders in
Teacher Survey Tool to Curriculum
differentiate the curriculum Implementation
activities of elementary and
secondary teachers
IFK PO 1 ● Acquire clear understanding of IV. Evaluating the Interactive In-person Curriculum Matrix on 7.5
Cp PO 2 what is curriculum evaluation Curriculum lecture discussion Evaluation Curriculum
PO 3 ● Conduct a Rapid Curriculum A. What, Why, and How to Modular Evaluation
PO 6 Evaluation based on an Evaluate a Curriculum Think, Pair, Construction of
interview with a teacher B. Curriculum Evaluation Share test items
● Construct test items for each Through Learning
level of learning outcomes Assessment

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 Teaching & Teaching & No. of
Graduate Program Assessment Assessment
Intended Learning Outcomes Learning Content Learning Learning Lecture
Attributes Outcomes Tasks Tools
Activities Modality Hours
C. Planning, Implementing,
and Evaluating:
Understanding the
Connections

Mid-Term Examination – 1.5 hours TOTAL 18 HRS

IFK PO 1 ● Discuss the teachers’ likes and V. Curriculum Development Small group In-person Survey on the Rubrics 16.5
Cp PO 3 dislikes of the implemented K to Reforms and Enhancement discussion discussion K to 12
LL PO 6 12 curriculum and their Modular curriculum
A. Reforms for Basic Interactive
recommendations for
Education Curriculum lecture Class
improvement B. Outcome-Based observation
● Make a report on the intended Education for Teacher Situation
learning outcomes, activities, Preparation Curriculum Analysis Finding OBE in
and achieved learning C. Enhanced Teacher the classroom
outcomes based on observed Education Curriculum
classes Anchored on OBE Poster making
D. The 21st Century
● Write a poem or compose a
Curricular Landscape in
song on the topic “The New the Classroom
Teacher Education Curriculum E. Education 4.0 in the
and My Future as a Teacher School Curriculum
● Make a poster of a classroom F. Curriculum Modification
that is responsive to the new in Basic Education
During and Post
education curricula of the 21st
Pandemic
Century G. Curriculum Response of
Higher Education for
Teacher Education
amid the Pandemic and
Beyond

FINAL EXAMINATION – 1.5 hours TOTAL 18 HRS

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 COURSE REQUIREMENTS

1. Must pass all quizzes, summative test, prelims, midterm and final examination.
2. Perform and submit all class activities
3. Class participation
4. Accomplish performance tasks

GRADING SCHEME:
Final Grade = Tentative Grade x 0.625 + 37.55
Major Exams
Grade Equivalent:
Prelim - 15% - 15555555 %
Midterm - 25% 1.00= 98-100
Final - 25% 1.25 = 95-97
1.50 = 92-94
Other Requirements 1.75 = 89-91
Summative Test - 5% 2.0 = 86-89
Quizzes/Self-Check 2.25 = 83-85
Written Output/Portfolio 2.50 = 80-82
Performance Tasks - 15% 2.75 = 77-79
Recitation & Report - 10% 3.0 = 75-76 (Passed)
Attendance - 5% 5.0 = 74 & below (Failure)
TOTAL- 100% Inc. = Incomplete

REFERENCE/S:

Books:
Bilbao, P., Dayagbil, F., & Corpuz B. (2020). The teacher and the school curriculum. Lorimar Publishing.

E-Books:
Arnold, J. (2019). Elementary Education and Curriculum Development
Carney, D. (2020). Elementary Education and Curriculum Development
Fisher, B. (2019). Curriculum Development and Educational Technology

Internet Sources:
Google, Google Scholar, Research Gate, Academia, Mendeley, Phil E-Journals
Kranthi, K. (2017). Curriculum development. IOSR Journal of Humanities and Social Science, 22 (2), 1-5. https://www.iosrjournals.org/iosr-
jhss/papers/Vol.%2022%20Issue2/Version-3/A2202030105.pdf

Suggested Readings:
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 What Is a Curriculum and How Do You Make One? Available at https://www.aeseducation.com/blog/what-is-a-curriculum
K to 12 Basic Education Curriculum Available at https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
Interactive lessons and activities for all students! Digital Citizenship Curriculum Available at https://www.commonsense.org/education/digital-
citizenship/curriculum
A Guide to Curriculum Development: Purposes, Practices, Procedures Available at https://portal.ct.gov/-/media/SDE/Health-Education/curguide_generic.pdf
Curriculum Development: Complete Overview & 6 Steps Available at https://www.skyepack.com/post/curriculum-development
Guide To Curriculum Development: Types, Principles & Process of Curriculum Development Available at https://www.iitms.co.in/blog/curriculum-development-models.html
Curriculum Development: A Guide for Educators. https://sk.sagepub.com/books/curriculum-development
The Meaning and Importance of Curriculum Development Available at https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-development/
CLASSROOM POLICIES:

1. Observance of Health Protocols

a. Everybody who is entering the campus and classroom premises is required to wear a face mask – NO FACE MASK, NO ENTRY POLICY
b. Observe at all times, in all places and in all transactions, social / physical distancing of at least 1 meter apart as advocated by the Department of
Health.
c. When classes are conducted outside the classroom, physical distancing will still be observed.

2. Uniform and Dress code

a. Students should be in proper uniform, wear ID and appropriate shoes except during laboratory class.
b. On Wednesdays, cross dressing, hip-hop dresses and get-ups are not allowed, e.g., shorts, slippers, spaghetti strap, earrings for males, etc.
c. PE uniforms should be worn only during PE class.

3. Taking Examination

a. Cheating and copying are strictly prohibited. When caught during quizzes and long/unit exams, deduction of points will be imposed by the teacher
and during midterm or final exam. Means a grade of 5.0 in the subject.
b. Borrowing of calculators and other exam paraphernalia is not allowed during exam.
c. During prelim, midterm, and final exam, only test papers answer sheets, permits, calculators, pens, pencils and erasers are allowed on the desk;
other things should be deposited on a place designated by the teacher.
d. Other policies will be imposed as deemed necessary and as agreed upon between the students and the subject professor.

4. Other Policies

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 4.1 Face-to-face FTLM
a. Cellphone should be shut-off or in silent mode during class hours.
b. Chairs should be arranged at least 1.5 meters apart to observe social distancing.
c. Chairs should be arranged before leaving the classroom.
d. Vandalism is strictly prohibited and punishable.
e. No Smoking within the school premises.
f. Students under the influence of liquor are not allowed inside the school compound.
g. Any form of deadly weapons should not be brought to school except cleaning/cutting tools during cleanup days and laboratory classes.
h. Unnecessary noise to the point of creating disturbances is prohibited.
i. Proper grooming should always be observed, e.g., short and undyed hair for males.
j. Other policies will be strictly imposed as contained in the student manual.

4.2. Online FTLM (synchronous)

a. Unnecessary noise to the point of creating disturbances is prohibited.
b. Participative learning is encouraged
c. Wear proper attire
d. Courtesy and proper decorum should always be observed
e. Meeting time set should be strictly observed by both faculty and students
f. Policies on the recording of class lecture is subject to the approval/agreement between the student and faculty which shall be governed by existing
laws such as cyber-crime act, data privacy act and intellectual property right laws.
g. Posting of unnecessary comments/messages are prohibited during online classes.

4.3. Remote FTLM (asynchronous)

a. Submit required output on time via online or on designated drop-off / pick up points.
b. Submission of duplicated / copied output is prohibited.
c. Posting of unnecessary comments/messages are prohibited during group chat/discussion forum.

Prepared by: Reviewed and Approved by:

BERNADETTE D. BAGALAY ISAGANI M. VALEROZO, Ph.D.

Faculty Dean, College of Education

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