Repu bl i c o f t h e Ph i l i ppi n es

PO LYTECH N I C U N I VERSI TY O F TH E PH I LI PPI N ES

O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Outcomes-Based Course Syllabus

COURSE INFORMATION
Course Course
EDUC 30103 Course Title The Teacher and the School Curriculum 3 UNITS
Code Credit
This course introduces pre-service teachers to the fundamental concepts, principles and differing views on curriculum development
process. Emphasis will be given on the role of the teachers as curricularists in planning, designing, implementing, and evaluating
school curriculum so that they will be able to interact meaningfully with the national and local curriculum requirements. In this
Course Description
course, students will be able to translate curriculum content into learning activities relevant to the learners as well as manage
curriculum change and reforms vis-a-vis various context of teaching and learning. In the end, the students are expected to
review, analyze and critique existing curriculum for possible improvement/enhancement.
PUP: The National Polytechnic University
VISION
(PUP: Pambansang Politeknikong Unibersidad)
Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities through a re-engineered
polytechnic university by committing to:

 provide democratized access to educational opportunities for the holistic development of individuals with global
perspective;
 offer industry-oriented curricula that produce highly-skilled professionals with managerial and technical capabilities and a
MISSION strong sense of public service for nation building;
 embed a culture of research and innovation;
 continuously develop faculty and employees with the highest level of professionalism; and
 engage public and private institutions and other stakeholders for the attainment of social development goal establish a
strong presence and impact in the international academic community.
 establish a strong presence and impact in the international academic community.

QUALITY POLICY STATEMENT
The Polytechnic University of the Philippines commits to provide inclusive and equitable quality education and promote
lifelong learning opportunities for human advancement and social transformation through re-engineered polytechnic
academic programs. Toward this end, we, the members of the PUP Community will vigorously and steadfastly endeavor to
continuously improve the standard of university services to the satisfaction of our clients through the adoption and
continuous review of our Quality Management System.
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Polytechnic University of the Philippines – San Pedro Campus aspires to continue to serve with dedication in the field of higher
education to meet the changing needs of society and develop quality graduates and responsible individuals contributing to
advancement in the society. In alignment with the university vision of "The National Polytechnic University," the Campus aims
CAMPUS GOALS to become the center of excellence in education in the province of Laguna, in high-quality instruction, research, and
extension.

Desired Learning Instructional Delivery Design

Outcomes (DLO) Flexible Teaching and Assessment
Learning Activities (FLTAs)
Week At the end of the Learning Content/Topics
Face-to-Face
lesson, the
Synchronous Asynchronous Face-to-Face Synchronous Asynchronous
students will be
able to:
Recognize with Orientation on PUP Orientation on the Values reflection journal
in-depth and Introduction to VMGO, policies and about how the students can
understanding the Course Subject guidelines on the embody the PUP values as
the VMGO, a. Vision conduct of Face-to- Iskolar ng Bayan
policies, and b. Mission Face, Synchronous, and
guidelines used c. Quality Policy Asynchronous delivery Stone of the
in the Statement modes; and of the commandments of PUPians.
implementatio d. Philosophy requirements of the
n of the face- e. Ten Pillars course.
to-face- mode f. Campus
of teaching- Goals
1
learning g. Campus Values Integration
delivery Objectives
h. Introduction 1. Physical - Health and
Express and to the Harmony with Nature
clarify
expectations 2. Intellectual - Truth and
from the tolerance
program, from
the course, 3. Moral - Love and
and its Goodness
requirements
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4. Spiritual - Global
Discuss the spirituality
nature and
characteristics 5. Social - Peace and
of authentic Justice
assessment
and related 6. Economic –
terms; Sustainable Human
Development

7. Political - Nationalism
and Globalism
In this chapter, Chapter 1: Interactive instruction Summative Quiz on the
you should be Understanding and facilitated Understanding Curriculum
able to: Curriculum discussion about
significant pieces of
1. Define 1. Definitions of literature and theories
curriculum; Curriculum that will help curriculum
2. Different Types workers, teachers, and
2. Analyze the of Curriculum students to understand
different 3. Curriculum basic concepts like
types of Foundation curriculum, types of
curriculum; 4. Curriculum curriculum, curriculum
2 Conceptions foundations, and
3. Discuss 5. Elements of a curriculum conceptions.
different Curriculum
curriculum Values Integration
foundations;
and 1. Respect -
kindness and
4. Discuss consideration
different 2. Responsibility -
curriculum taking ownership
conception. of one’s actions
and their
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consequences
3. Integrity –
Honesty and
strong moral
principles
In this chapter, Chapter 2: Curriculum Interactive Instruction to Unit learning log or reflective
you should be Planning ensure that preservice journal on the concepts
able to: teachers can be more discussed
1. Curriculum familiar and
1. Discuss Sources and experienced in the
different Influences process of curriculum
curriculum  Society as planning as an
sources and Source of important phase of
influences: Curriculum curriculum
 Learners as development.
2. Analyze source of
different Curriculum Values Integration
levels of  Discipline
curriculum or Subject 1.Critical Thinking-
planning; Matter as Evaluate and
3
and source of incorporate diverse
Curriculum perspectives
3. Identify 2. Curriculum
different influences 2.Collaboration-
roles of  Students Partnership and
teachers  School’s teamwork
and school Vision,
administrato Mission and 3. Adaptability- Flexibility
rs in Core Values and resourceful
curriculum  Admission
planning. and 4. Professionalism-
Retention Confidence and
Policies expertise.
 Faculty
Members
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In this chapter, Chapter 2: Curriculum Interactive Instruction to Summative Quiz on the

you should be Planning ensure that preservice Curriculum Planning
able to: teachers can be more
 School familiar and
4. Discuss Administrators experienced in the
different and Board of process of curriculum
curriculum Trustees planning as an
sources and  Accrediting important phase of
influences: Agencies curriculum
 Government development.
5. Analyze Policies and
different Agencies Values Integration
levels of  Market
curriculum Demands 1. Responsibility -
planning; (General) Accountability.
and  Alumni
 Media and 2. Flexibility - Adapting
4
Identify Information to changing demands
different roles and and student needs.
of teachers Communicati
and school on 3. Collaboration -
administrators Technologies Inclusive education
in curriculum (ICT) through stakeholder
planning.  The Church collaboration.
and Church
Related 4. Resourcefulness -
Agencies Maximizing available
 School assets.
Facilities and
other 5. Ethical Awareness -
Resources Ethical decision-making
 Student skills for student-
Services centered curriculum
development through
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curriculum planning and

instruction.
In this chapter, Chapter 3: Curriculum Interactive instruction Summative Quiz on the
you should be Design and facilitated Curriculum Design.
able to: discussion on different
curriculum designs
1. Define what 1. Definition of identified by several
curriculum Curriculum practitioners and
design is; Design scholars in curriculum
2. Different studies and the different
2. Identify Curriculum curriculum designs
different Designs provide an insight on
examples of 3. Things to how subjects and
curriculum Consider in disciplines are organized
designs; Designing into learning areas.
Curriculum
3. Discuss the 4. Sequencing Values Integration
things to Curriculum
5 consider in Content 1. Creativity-
designing a Educational Content &
curriculum; Activities Innovation.
and
2. Attention to Detail -
4. Identify the Curriculum Design
features of a Considerations.
good
curriculum 3. Collaboration -
design. Interactive
Discussions & Diverse
Perspectives.

4. Adaptability - Good
Curriculum Design &
Evolving Educational
Needs.
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In this chapter, Chapter 4: Curriculum Interactive Instruction Unit learning log or reflective
you should be Development that can contribute to journal on the concepts
able to: the preservice teachers’ discussed.
1. Different experiences on
1. Analyze Curriculum processes for
different  Linear Models of developing curriculum
curriculum Curriculum as presented by
models; Development different scholars in
2. Examine curriculum development
the through their models.
strengths
and 1. Analytical Thinking -
weaknesse Curriculum Models &
s of a Approaches.
curriculum;
6 and 2. Critical Evaluation -
3. Discuss Assessing Curriculum
how these Strengths & Weaknesses.
curriculum
developme 4. Cultural Sensitivity -
nt models Philippine Context &
can be Relevance.
applied in
Philippine 5. Continuous Learning -
context. Curriculum
Development & Growth.

5. Self-Reflection:
Personal Growth in
Curriculum
Understanding.
In this chapter, Chapter 4: Curriculum Interactive Instruction Summative Test on the
you should be Development that can contribute to lessons discussed.
7
able to: the preservice teachers’
1. Different experiences on
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1. Analyze Curriculum processes for

different  Cyclical Models developing curriculum
curriculum of Curriculum as presented by
models; Development different scholars in
2. Examine  Dynamic Models curriculum development
the of Curriculum through their models.
strengths Development
and Values Integration
weaknesse
s of a
curriculum; 1. Collaboration -
and Diverse perspectives &
3. Discuss ideas in educational
how these planning.
curriculum
developme 2. Innovation - Effective
nt models & engaging educational
can be programs design.
applied in
Philippine 3.Adaptability & societal
context. needs-specific
educational
approaches.

4.Empathy - Educational
strategy impact on
students & communities.

5.Effective
Communication -
Interactive instruction &
curriculum
development
discussions.
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In this chapter, Chapter 4: Curriculum Interactive Instruction Summative Quiz on the

you should be Development that can contribute to Curriculum Development
able to: the preservice teachers’
1. Different experiences on
1. Analyze Curriculum curriculum development
different  Processes for models that have been
curriculum Developing tried and tested by
models; Curriculum different curriculum
2. Examine Under developers across the
the Pawilen’s globe in developing
strengths Model curricula from preschool
and 2. Analysis Of education to graduate
weaknesse Different programs.
s of a Curriculum
8 curriculum; Development Values Integration
and Models
3. Discuss 1. Problem-Solving Skills -
how these Curriculum design
curriculum challenges & solutions.
developme
nt models 2. Resilience - Learning
can be from setbacks &
applied in adapting strategies.
Philippine
context. 3. Global Awareness -
Educational practices
diversity worldwide &
local adaptation.

MIDTERM EXAMINATION
In this chapter Chapter 5: Curriculum Interactive instruction Summative Quiz on the
you will be Implementation and facilitated Curriculum Implementation.
10 able to: discussion on the
1. Curriculum processes in
1. Identify Implementation implementing curriculum
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different 2. Curriculum Workers as presented by

curriculum 3. Levels of Curriculum different scholars in
workers, Implementation curriculum studies
4. Things to Consider especially in the field of
2. Analyze in Implementing the curriculum leadership
different Curriculum and supervision.
levels of
curriculum Values Integration
implementat
ion in the 1. Collaboration-
Philippine Teamwork in education.
context; and
2. Strategic Thinking-
3. Discuss the Strategic planning skills
factors to
consider in 3. Continuous
Implementin Improvement- Ongoing
g a development
curriculum
4.Leadership Skills-
Decision-making and
communication in
educational leadership.

In this chapter, Chapter 6: Curriculum Interactive Instruction Summative Quiz on the

you should be Evaluation that can contribute to Curriculum Evaluation.
able to: the preservice teachers’
1. Curriculum experiences on different
11 1. Analyze Evaluation models for curriculum
different 2. Purposes of evaluation.
curriculum Curriculum
evaluation Evaluation Values Integration
models and 3. Curriculum
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Evaluation in the 1. Critical Analysis-

2. Identify Classroom Critical thinking in
several 4. Curriculum evaluating
factors that Evaluation of the
are School or School 2. Contextual
considered System Level Awareness- local
in evaluating 5. Models of educational context for
curriculum in Curriculum effective assessment
the Evaluation practices.
Philippine
context.
In this chapter, Chapter 7: Curriculum Interactive instruction Reflective Journal on the
you should be Innovation and facilitated concepts discussed.
able to: discussion on the
1. Curriculum concept of curriculum
1. Define Innovation innovation and presents
curriculum a) Standards- different examples of
innovation; based curriculum innovations
Curriculum across different levels of
2. Analyze the b) Multicultural education from
different Curriculum preschool to tertiary
types of c) Indigenous level.
curriculum Curriculum
12
innovations; Values Integration
and
1. Creativity- Creative
3. Appreciate thinking in educational
the positive development.
contribution
of 2. Diversity Appreciation-
curriculum Inclusivity and diversity in
innovations curriculum innovations.
in the
education 3. Progressive Thinking-
system. forward-looking
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approaches

In this chapter, Chapter 7: Curriculum Interactive instruction Reflective Journal on the

you should be Innovation and facilitated concepts discussed.
able to: discussion on the
1. Curriculum concept of curriculum
1. Define Innovation innovation and presents
curriculum d) Brain-based different examples of
innovation; Education curriculum innovations
e) Gifted across different levels of
2. Analyze the Education education from
different Curriculum preschool to tertiary
types of f) Differentiated level.
curriculum Curriculum
innovations; Values Integration
13 and
1. Adaptability- Flexible
3. Appreciate for diverse learning
the positive needs.
contribution
of 2. Equity- Fairness in
curriculum addressing student
innovations requirements.
in the
education 3. Continuous
system. Improvements- Ongoing
development in
education.
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In this chapter, Chapter 7: Curriculum Interactive instruction Summative Quiz on the Reflective
you should be Innovation and facilitated Curriculum Innovation. Journal on
able to: discussion on the parent-
1. Curriculum concept of curriculum teacher
1. Define Innovation innovation and presents conferenc
curriculum g) Technology different examples of es.
innovation; Integration in curriculum innovations
the Curriculum across different levels of
2. Analyze the h) Outcome- education from
different based preschool to tertiary
types of Curriculum level.
curriculum i) Transition
innovations; Curriculum
14
and Values Integration

3. Appreciate 1. Technology
the positive Integration- Technology
contribution enhancement.
of
curriculum 2. Outcome Focus-
innovations measurable results in
in the curriculum design.
education
system. 3. Adaptation Skills-
flexibility at different
learning stages
In this chapter, Chapter 8: Teachers Interactive instruction on Reflective Journal on the
you will: as Curriculum significant literature and concepts discussed.
Leaders various ideas that
1. Discuss the explore the important
15 key roles of 1. Key Roles of role of teachers as
teacher Teachers as curriculum leaders.
leaders in Leaders of
curriculum Curriculum
processes; Processes
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2. Discuss the a) The Teachers as Values Integration

importance Curriculum
of teachers Leaders in 1. Leadership- Initiative
as Instructional skills in educators.
curriculum Planning Process
leaders in b) Teachers as 2. Professional Growth-
planning Curriculum continuous
and Leaders in development in
evaluating Evaluating teaching.
instruction; Instruction
3. Discuss the 3. Empowerment-
roles of Empowering teachers.
teachers as
curriculum
leaders in
the K-12
Education
Program;
and
4. Identify ways
to develop
teacher
leaders in
curriculum.
In this chapter, Chapter 8: Teachers Interactive instruction on Summative Quiz on the
you will: as Curriculum significant literature and Teachers as Curriculum
Leaders various ideas that Leaders.
1. Discuss the explore the important
key roles of 1. Key Roles of role of teachers as
16 teacher Teachers as curriculum leaders.
leaders in Leaders of
curriculum Curriculum
processes; Processes
2. Discuss the c) The Teachers as Values Integration
importance Curriculum
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of teachers Leaders in the K- 1. Leadership- Teachers'

as 12 Education leadership for effective
curriculum Reform curriculum processes.
leaders in d) Teachers as
planning Curriculum 2. Innovation- 21st-
and Leaders in 21st century learning
evaluating Century Learning
instruction; 2. Exercising 3. Professional
3. Discuss the Curriculum Development- teacher's
roles of Leadership in leadership through
teachers as selecting development
curriculum Textbooks and opportunities.
leaders in Other
the K-12 Instructional
Education Materials
Program; 3. Developing
and Teachers as
4. Identify ways Curriculum
to develop Leaders
teacher
leaders in
curriculum.
In this chapter, Chapter 9: Unpacking Interactive instruction on Summative Quiz on the
you will: Curriculum Standards the process for Unpacking Curriculum
and Competencies unpacking curriculum Standards and
1. Discuss the standards and Competencies
process for 1. Definition and competencies, which is
unpacking Examples of one of the essential tasks
17 curriculum Curriculum of teachers in
standards Standards and implementing the K-12
and Competencies Basic Education
competenci 2. Steps for Curriculum.
es; and Unpacking
2. Experience Curriculum Values Integration
unpacking Standards and
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curriculum Competencies 1. Detail Orientation -

competenci 3. Other Attention to detail in
es to identify Techniques for curriculum analysis.
appropriate Unpacking
instructional Curriculum 2. Adaptability- flexibility
strategies Standards in instructional strategies
and
assessment 3. Continuous
tools. Improvement- A culture
of refinement

4. Collaboration-
Teamwork among
educators.

5. Student-
Centeredness- Prioritizing
student needs in
instructional
approaches.
18

FACE-TO-FACE DELIVERY
Students are expected to:

 attend the regular schedule of classes.

 participate actively in the discussion.
 comply the requirements of the course
and submit them on time.
 present medical certificate and other
proof of valid reason/s when absent
during examinations

Any form of academic dishonesty will be fully

dealt with according to the stipulations of the
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PUP Student Handbook.

COURSE REQUIREMENT/S
The following requirements are expected to
be submitted/completed by the students:

1. Face-to-Face/Asynchronous
Assessments
2. Attendance
3. Graded Recitation
4. Major Examinations

CLASS INFORMATION
Section: BSED Mathematics 3-1
Time: 10:30 AM – 1:30 AM
Room: RM 102
Semester: 2nd Semester

This is for the Campuses use.

Developed by: Reviewed and checked by: Recommending Approval: Approved by:
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JAYSON CARL C. ESMASIN, LPT, Ph.D.

Program Head / Date
ROMULO C. DICDICAN, Ph.D. MINERVA D. FERRANCO, Ph.D. PROF. PASCUALITO B. GATAN, MBA
Faculty Director/Date Vice President for Campuses/Date

JAYSON CARL C. ESMASIN, LPT, Ph.D.

Head of Academic Programs / Date

Form No. ______________________

Revision No. ___________________
Date of Approval: March 12, 2024
Semester: 2nd Semester
Academic Year: 2023-2024