EDUC 06 – THE TEACHER AND

THE CURRICULUM

MILAGROS AUREA A. SABIDALAS, LPT, EdD

I. Course Description:
This course includes the fundamental concepts and principles
in curriculum and curriculum development as a foundation to
engage prospective teachers as curricularists. The more active
role of the teacher in planning, implementing and evaluating the
school curriculum as well as in managing school curriculum
change vis-à-vis various context of teaching-learning and
curricular reforms shall be given emphasis.
Unit 0: Course Orientation and the
Institutional Vision, Mission, Core,
Values, and Outcomes
 
 Vision, Mission, Core Values
 Desired teacher education program
outcomes
 
Unit 1: Understanding the Essence of Curriculum
 
 The school Curriculum and the Teacher
o Curriculum in Schools
o The Teacher as a Curricularist
 The Teacher as a Knower of the Curriculum
o Definition, Nature and Scope of Curriculum
o Approaches About School Curriculum
o Processes and Models of Curriculum Development
o Foundations of Curriculum
Unit 2: Designing the Curriculum
 The Teacher as a Curriculum Designer
o Fundamentals of Curriculum Designing
o Approaches to Curriculum Designing
o Curriculum Mapping
Unit 3: Curriculum Implementation
 The Teacher as Curriculum Implementor and
Manager
o Implementing the Designed Curriculum as a
Change Process
o Implementing a Curriculum a Curriculum Daily in
the Classroom
o The Role of Technology in Delivering the Curriculum
Stakeholders in Curriculum Implementation
Unit 4: Curriculum Evaluation

 The Teacher as Evaluator of Curriculum

 
o Evaluating the Curriculum
o Curriculum Evaluation Through Assessment of
Learning
o Understanding the Connection Between Planning,
Implementing, and Evaluating in Curriculum
Development
 
Unit 5: Curriculum Development Reforms and
Enhancement
 The Enhanced Basic Education Act of 2013
(K to 12)
 Outcomes Based Education for Teacher
Education
 Enhanced Teacher Education Curriculum
Anchored on OBE
 CMO No.s. 74, 75 and 80 s. 2017
I. Course Outcome
At the end of the semester the BSED, BEED, and BPEd students must
have:
 
1. Analyzed the changing concepts of curriculum including various
foundations and how they are reflected in Philippine Education.
2. Discussed the components of curriculum design and its organization that
impart concepts, attitude, and skills which are imperative to the learning
experiences of the students and the role of the teachers as a curriculum
designer.
3. Have a thorough understanding of the role of the teacher as a curriculum
implementor and manager.
4. Gained a purposeful knowledge and critical understanding of the different
curriculum evaluation processes and strategies.
Lesson 1: Setting the Course Direction

Desired Learning Outcomes

 
At the end of this module, the students must be able
to:
 
1. Internalize the KCC vision, mission, and core values.

2. Discuss the teacher education program’s desired

learning outcomes.
Program Outcomes
The following are the program outcomes set by the CHED.
A. Common to All Types of School
a. 1. Articulate and discuss the latest developments in the field of
practice (PQF level 6 descriptor);
a. 2. Effectively communicate orally and in writing using both English
and Filipino;
a. 3. Work effectively and independently in multi-disciplinary and multi-
cultural teams (PQF level 6 descriptor);
a. 4. Act in recognition of professional, social, and ethical
responsibilities;
a. 5. Preserve and promote ‘’ Filipino historical and cultural heritage’’
(based on RA 722);
B. Common to the Teacher Education Discipline
b. 1. Articulate the rootedness of education in
philosophical, socio-cultural, historical, psychological, and
political contexts.
b. 2. Demonstrate mastery of subject matter/discipline
b. 3. Facilitate learning using a wide range of teaching
methodologies and delivery modes appropriate to specific
learners and their environments.
b. 4. Develop innovative curricula, instructional plans,
teaching approaches, and resources for diverse learners.
 b. 5. Apply skills in the development and utilization of ICT to
promote quality, relevant, and sustainable educational practices.
b. 6. Demonstrate a variety of thinking skills in planning,
monitoring, assessing, and reporting learning processes and
outcomes.
b. 7. Practice professional and ethical teaching standards
sensitive to the local, national, and global realities.
b. 8. Pursue lifelong learning for personal and professional
growth through varied experiential and field-based opportunities.
C. Specific to a Sub-discipline and Major
 
c. 1. Bachelor of Secondary Education Major in English
c. 1.1. Possess broad knowledge of language and literature
for effective learning.
c.1. 2. Use English as a global language in a multi-lingual
context as it applies to the teaching of language and literature.
c.1. 3. Acquire extensive reading background in language,
literature and allied fields.
c.1. 4. Demonstrate proficiency in oral and written
communication.
 c.1. 5. Show competence in employing innovative language
and literature teaching approaches, methodologies, and
strategies.
c.1. 6. Use technology in facilitating language learning and
teaching.
c.1. 7. Inspire students and colleagues to lead relevant and
transformative changes to improve learning and teaching
language and literature.
c.1. 8. Display skills and abilities to be a reflective and
research-oriented language and literature teacher.
 c. 2. Bachelor of Secondary Education Major in Filipino
 
c. 2.1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng
wika at panitikang Filipino.
c. 2.2. Nagpapakita ng malawak at malalim nap ag-unawa at kaalaman
sa ugnayan ng wika, kultura at lipunan.
c. 2.3. Nakagagamit ng iba’t-ibang kasanayan at kaalamansa proseso
ng pagtuturo-pagkatuto.
c. 2.4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at
linggwistikong dibersidad ng bansa.
c. 2.5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga
alternatibong dulog sa pagtuturo at pagkatuto.
c. 2.6. Nakakagawa ng pananaliksik ukol sa ikauunlad ng wikang
Filipino bilang wikang panturo.
c. 3. Bachelor of Secondary Education Major in Math
c. 3.1. Exhibit competence in mathematical concepts and procedures.
c. 3.2. Exhibit proficiency in relating mathematics to other curricular
areas.
c. 3.3. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of mathematics.
c. 3.4. Demonstrate competence in designing, constructing and utilizing
different forms of assessment in mathematics
c. 3.5. Demonstrate proficiency in problem-solving by solving and
creating routine and non-routine problems with different levels of complexity.
c. 3.6. Use effectively appropriate approaches, methods, and techniques
in teaching mathematics including technological tools.
c. 3.7. Appreciate mathematics as an opportunity for creative work,
moments of enlightenment, discovery and gaining insights of the world.
 c. 4. Bachelor of Elementary Education
c. 4.1. Demonstrate in-depth understanding of the diversity of learners in
various learning areas.
c. 4.2. Manifest meaningful and comprehensive pedagogical content
knowledge (PCK) of the different subject areas.
c. 4.3. Utilize appropriate assessment and evaluation tools to measure
learning outcomes.
c. 4.4. Manifest skills in communication, higher order thinking and use of
tools and technology to accelerate learning and teaching.
c. 4.5. Demonstrate positive attributes of a model teacher, both as an
individual and as a professional.
c. 4.6. Manifest a desire to continuously pursue personal and professional
development.
c. 5. Bachelor of Physical Education
c. 5.1. PO1-Disciplinal Knowledge
c. 5.1.1. Apply scientific and evidenced-based practices
critical to the educational and learning processes.
 
c. 5.2. PO2-Movement and Competency and Proficiency
c. 5.2.1. Demonstrate skillful performance in a variety of
physical activities.
c. 5.2.2. Adapt performance to a variety of physical
activity settings (e.g. formal classes, recreational, and
competitive).
c. 5.3. PO3- Curriculum and Program Planning, Implementation, Monitoring,
and Evaluation
c. 5.3.1. Critically examine the curriculum (e.g. content, pedagogy and
assessment).
c. 5.3.2. Plan and implement safe and effective physical activity
programs to address the needs of individuals and groups in school and/or
non-school settings.
c. 5.3.3. Monitor and evaluate physical activity programs in school
and/or non-school settings.
c. 5.3.4. Use appropriate assessments in, as, and for student or client
learning.
c. 5.3.5.Use information, media, and technology in pedagogy for lifelong
learning.
 c. 5.4. PO4-Professional Accountability and
Responsibility.
c. 5.4.1. Demonstrate firm work/professional
ethics.
c. 5.4.2. Cultivate solidarity by working and
dealing with/relating to others harmoniously.
c. 5.4.3. Promote the advancement of the
profession by making sense of and getting involved in
current discourse that impact on the profession.
c. 5.4.4.Pursue lifelong learning for personal and
professional development.
c. 5.5. PO5-Communication
c. 5.5.1. Communicate effectively with PE
practitioners, other professionals and
stakeholders.
c. 5.5.2. Use oral, written, and technology
formats deftly.
KCC Vision

Kabankalan Catholic College is an educative and

evangelizing community fostering the values of love, life, justice
and care for creation, an agent of societal transformation and
builder of God’s kingdom.
Mission
 
KCC exists to provide quality education and holistic formation
to the youth of the Diocese , having a preferential option for the
poor in a Christ-centered environment that cultivates academic
excellence and continuous learning.
 Graduates Attributes

knowledge
character

skills
Core Values

Love. The flowering

expression of faith which is
manifested in a strong
adherence to and intellectual
and passionate affection
towards God, Neighbor, and
Country.
 Integrity. A sense of holistic
growth of a person who has the
capacity to strike a balance
among the opportunities,
challenges, and benefits of life,
an attitude that exhibits the basic
characteristics of the human
person.
 Faith. The ability of the individual
to adhere to the truths and demands
of Catholic doctrines and Church’s
social teachings with a higher sense
of clarity and certitude most
especially expresses through the
love of the Most Blessed Trinity.
 Excellence. The ability of the
students to exhibit the qualities
being demanded by the given
academic subject matter and
technical training as a result of
thorough study and intellectual
diligence.
 Cleanliness. A personal and
conscious expression of an
individual’s sense of order and
discipline at the same a
manifestation of constant awareness
of giving importance to propriety and
care of the environment. This also
spells out the interior disposition of
the person, his or her sense of self-
respect and high regard for personal
and essential purity.
 Industry. The ability of
the person to show
spontaneous initiative and
filial cooperation whenever
tasks are given and
accomplish them in the best
way possible.
 Honesty. The ability of the
individual to push away all
sorts of cheating, lying,
stealing, and bullying
coupled with the capacity to
tell and stand for the truth.
 
 Respect. The capacity of the person to show
necessary courtesy and politeness to a person in
authority and the elderly.
 
 Humility. The ability
of the individual to the
most in every way and
being able to show the
inner capacity and
giftedness without
being pretentious and
demeaning of other
people.
 The conscious and spontaneous and special
care and generosity for those in need.
Activity: Small Group Activity
 
 
1. Group yourselves into five (5) and discuss
and analyze the school’s vision, mission,
graduate attributes, and core values as well as
the program outcomes that are a) common to all
types of school; b) common to the teacher
education discipline; and c) specific to your sub-
discipline and major.
 2. Discuss how these outcomes are
integrated in the school’s vision, mission,
graduate attributes, and core values.
 
3. Having done all of the above steps,
write a short skit depicting the KCC
graduates’ attributes. Present this to the
class.

Guide Question: How does a teacher, honed by Kabankalan Catholic College,

serve the community.
 Now, you have a clear picture of what
kind of graduates your school wants
you to become when you leave the
portals of your institution. Hence, it will
be easier for you to understand the
second OBE principle which is
“designing backward” that will be
discussed in the later part of the course.
But first we will look into the various
perceptions of curriculum.