What is a child-friendly environment?

Child-friendly environment are not architectural

phantoms from strange place. They are schools with
attributes typically associated with good schools
in many countries. However, they have additional
elements that complement and reinforce the
principle and practices of the child-friendly
approach to education. (Child friendly schools,
UNICEF 2008)

Why Child Friendly Schools?

It is a concept based on children’s equal rights

to education.
Promote equality, respect, non-discrimination and
inclusiveness for all children.
Satisfy the needs and abilities of different
groups of children in one and the same classroom.
It is to emphasize that the purpose of education
is the optimal development of all children.
A sanctuary against abuse and harm and to monitor
the well-being and rights of children.
Is diverse and flexible, to meet the deferring
learning circumstances and needs of all children,
Is a child-centered, encouraging child
participation for the development?

Why children don’t attend School or

drop out from schools?
Lack of a safe and secure schools environment,
both within schools and for children who must
walk long distances to reach facilities.
Beliefs and practices that discourage girls’
enrolment.
Discrimination against orphans and girls
within the education system and in classrooms.
 When can a child be called a Child-
friendly Schools?
While upholding children’s right, a child-friendly
schools also instils in children the
responsibilities that go with their rights. Among
these are to respect the rights of others, respect
diversity, practice equality, and resolve
differences without resorting to violence.
Just as important, a child-friendly schools takes
the lead in shaping a learning environment that
enables children to learn as much as their
intellectual faculties could take. It is a kind of
environment that allows them to grow healthy,
equips them with knowledge and skills that they
can use throughout life, and enables them to
become responsible and productive members of their
community and society.

Creating child-friendly classrooms

Sequence. Break down task and give step-by-step
instruction.
Repetition and feedback. Use daily “testing” of
skills, repeated practices, and daily
feedback.
Start small and build. Break down a targeted
skills into smaller parts, and then help
children to develop this skill step-by-step.
Reduce difficulty. Sequence task from easy to
difficult, and provide hints and help only when
necessary.
Questioning. Ask process-related question like;
how to? Or content related question like, what
is?
Graphics and illustration. Emphasis pictures or
other pictorial representation.
Group Instruction. Provide instruction or
guidance for small groups of student instead of
the whole class.
Group learning. Group to facilitate interaction
between children with different abilities and
disabilities, as well as from different
background (each group should “heterogeneous”
in other words reflect the diversity of
abilities and backgrounds found in the
classroom, school and community.
Supplement teacher and peer involvement. Use
homework, parents, relatives, or others to
assist in instruction.
Managing child-friendly Classrooms.
The school encourage rules and regulation, but
also emphasize that they must be in the best
interest of children and applied in a fair,
transparent manner.
Teachers need to have the skills to apply
alternatives forms of discipline.
The mutual respect between a child and a teacher
Students share responsibity for helping to
overcome the difficulties experience by some
students in lessons.

CHRIST THE KING COLLEGE

Deus Meus et Omnia
Calbayog City
GRADUATE STUDIES

TERM PAPER
Topic: CHILD-FRIENDLY ENVIRONMENT

SUMMARY:
 Child-friendly environment are not architectural
phantoms from strange place. They are schools with
attributes typically associated with good schools in
many countries. However, they have additional elements
that complement and reinforce the principle and
practices of the child-friendly approach to education.
A supportive educational and community environment that
is inclusive, healthy, friendly, protective and right
based. The Child-friendly school model, developed by
UNICEF, promotes inclusiveness, gender-sensitivity,
tolerance, dignity and personal empowerment. It is a
democratic environment based on children’s rights,
where all students are accepted, teaching-learning
processes are organized according to children’s
interest needs, heath, safety and protective measures
are taken for children and gender-based discrimination
is not provided.

Reaction:
I agree as a teacher that it very much important
that we must strictly implement the child-friendly
environment for the welfare or our learners. One of our
duty is to see to it that our learners are enjoying
their stay in the school since it serve as their second
home. This is also one way to avoid school youth

Agreement:
Since I am a grade one teacher, I agree to the
strict fully implementation of child-friendly in our
school and in my classroom. I always keep myself
updated to what is the new trends that could help in
managing my class.
 CHRIST THE KING COLLEGE
Deus Meus et Omnia
Calbayog City
GRADUATE STUDIES

INSIGHTS
TOPIC: Principle to follow in organizing the learning
outcomes.

Curriculum is the educational design of learning

experiences for the students. Curricular experiences
include course content as well as learning activities.
The selection and organization of curricular
experiences must also reflect the philosophy of the
school. The identifying and organizing of curricular
experiences begins with the analysis of curriculum
objectives. The most commonly used approach in
selecting learning experiences is the logical approach
in which the process is treated as content in
curriculum development

TOPIC: Curriculum development in the Philippines

Curriculum development is defined as the process

of selecting, organizing executing, and evaluating
learning experience on the basis of the needs,
abilities, and interest of learners and the nature of
the society or community. Looking at such a jumble of
historical influences and changes in our education
system and curriculum, the challenge is to identify and
nurture what sets Philippine education and curriculum
apart and what can strengthen Filipino learners,
educators and other beneficiaries of education, not
just to satisfy international perspectives or to meet
global demands, but to bring about individual and
societal growth from within the system itself.

Topic: Philosophic-Theological Dimension in Curriculum

Development

Curriculum Development or an instrument of education is

based on philosophy which has man as its local point.
Philosophy studies man not only in himself but also in
his relations with reality and his relation to God.
With regards to his relations to reality, philosophy is
concerned with man’s body, mind, passions and emotions,
intellect, will and freedom, immortality, values and
behavior patterns, culture, history and science. It is
also concerned with the nature of reality, what man can
know. With regard to man’s relations to God, philosophy
is concerned with God’s existence, plan and
providence. 

Topic: Theological Foundation of Curriculum Development

In today’s diverse society, having a firm theological

foundation enables an individual to bring not only
confident and well-prepared teaching, but light into
the classroom. Christian teachers in every school are
critically important in contributing to students’
academic and spiritual formation. In today’s diverse
society, having a firm theological foundation enables
an individual to bring not only confident and well-
prepared teaching, but light into the classroom.
Christian teachers in every school are critically
important in contributing to students’ academic and
spiritual formation. With 30 hours of biblical and
theological studies and over 50 hours of professional
education studies, the Boyce College Teacher Education
Program is designed to equip future educators to be
servant leaders with the range of knowledge necessary
for the profession of teaching, skills for teaching in
any classroom, and dispositions necessary to display a
Christ-centered attitude and work ethic in their
profession.

Topic: Psychological Dimension of Curriculum

Development

Improving students’ cognitive abilities has always been

a goal of schooling since the very beginning of
formalized education However, despite the theoretical
foundations, assessment instruments and pedagogical
practices that have evolved over time, this aim has not
yet been met; in many school systems students’
cognitive abilities are not optimally enhanced. In the
20th century, several research schools and paradigms
sought to conceptualize cognition, define its key
constructs and make them measurable. Thinking, or more
specifically, a set of cognitive skills essential for
learning, such skills are not observable in the
everyday educational context. Students are not aware of
the existence of the required processes, and teachers,
even if they receive training in identifying the
cognitive processes underlying learning, are not able
to observe them, or they simply have no time or
capacity to determine each student’s individual needs. 

Topic: The Nature of Learning

Careful observation confirms that it is

fundamentally natural, easy and pleasant for a human
being to learn new things. This built-in eagerness to
learn exists in all humans, though it is obscured in
many. It is possible, at the present time to outline
the main features of the learning process in human
beings and locate the main obstacles to learning in the
usual teaching or learning situations. Some immediate
remedies can be proposed and long-range ones outlined.
Learning consists of evaluating new information in
relation to information which we have previously
understood. What has been called “rote” learning or
“conditioned-response” learning or “remembering-it-
long-enough-to-pass-the-test” learning is not learning
at all in the meaning of our definition.

Topic: Curriculum Development and Management of

Learning

Designing curriculum, instruction, and assessments are

steps teachers use to help them make sense of the
concepts they teach and helps drive instruction. These
steps can take on many different forms and drive a
classroom in a plethora of ways. These steps, when
developed properly, can help a teacher utilize each
moment in the classroom and help students gain more
insight to the standards they need to become
proficient. Designing curriculum, instruction, and
assessments are steps teachers use to help them make
sense of the concepts they teach and helps drive
instruction. These steps can take on many different
forms and drive a classroom in a plethora of ways.
These steps, when developed properly, can help a
teacher utilize each moment in the classroom and help
students gain more insight to the standards they need
to become proficient.

Topic: Social Dimension in Curriculum Development

The social dimension of education goes far beyond

interpersonal relationships and developing the social
skills which will support students throughout their
lives. Education itself supports the social system; it
supports its citizens' collective ideals and goals. On
one hand, education advocates consensus in social
thought and cooperation. On the other hand, education
encourages people to examine the places where a
society may need improvement. Social science theories
related to education provide a helpful framework for
examining the social dimension and its meaning.

Topic: The Curriculum: Different Dimension

Curriculum is all of the experiences children have

under the guidance of teachers, it encompasses all
learning opportunities provided by school and it is
also a plan for all experiences which the learner
encounters in school. The curriculum is at the heart of
the government’s policies to raise standards and help
all schools to continuously improve. The curriculum
indicates what is to be learned, the educational goals
indicate why it is
to be learned, and the instructional plan indicates how
to facilitate learning

Topic: Two Schools of Thoughts on Curriculum

Development

Its measurement outcome are now devices taking into

consideration subject matter and personality values.
Its measurements of outcome are now devices taking into
consideration subject matter and personality values. It
uses a life experience approach to fit the student for
future social action. The role of the teacher is to
stimulate direct learning process. And then the other
thoughts there is the curricular emphasis upon subject
matter for the mind, with priority in value to
literature, intellectual history, ideas of religion,
philosophy, studies. There is the curricular observable
fact, the world of things. The school which defends its
purpose through the tenets of scholasticism.

Topic: Guidelines for Social Consideration in

Curriculum Development

A crucial part of this reform initiative involves the

practice of Improving Learning, Teaching, and
Assessment for All Students. Student learning increases
when schools focus on understanding the unique needs
and capabilities of middle school students. Turning
Points schools set high expectations for every student
and create curriculum, instruction, and assessment that
enable students to meet those expectations. The purpose
of this guide is to communicate the Turning Points
approach to curriculum development, teaching, and
assessment. It offers specific tools which teachers and
schools can use as they design curriculum, develop
assessment tasks, and create the classroom practices
that will lead to significant student learning and
growth.

Topic: Methodological Dimension in Curriculum

Development

 Curriculum development is a complex undertaking that

involves many kinds of decision. Decision must be made
about the general aims which the schools are to pursue
and about the more specific objectives of instruction.
The major subject of the curriculum must be selected,
as well as the specific content to be covered in each
decision must be made about the choice of the type of
learning experiences with which to implement both the
content understanding and other objectives. There must
be an evaluation of what learners are achieving and the
effectiveness of the curriculum in attaining desired
objectives and ends.

Topic: Implementing Curriculum Change

Curriculum implementation process involves helping the

learner acquire knowledge or experience. It is
important to note that curriculum implementation cannot
take place without the learner. The learner is
therefore the central figure in the curriculum
implementation process. Although there are various
factors that also influence Curriculum Implementation
like the resource materials and facilities, the
teacher, the school environment, culture and ideology,
Instructional supervision and assessment.
Implementation takes place as the learner acquires the
intended experiences, knowledge, skills, ideas and
attitudes that are aimed at enabling the same learner
to function effectively in a society. Therefore putting
the curriculum into operation requires an implementing
agent.

Topic: Approaches to Curriculum Design.

Curriculum design is the deliberate organization of

course activities and delivery within a classroom. When
higher instructors design their curriculum, they
identify: Learning objectives, Timely and relevant
bridge-ins, Course content and readings, both low- and
high-stakes assessments. Remember that the curriculum
contains the knowledge and skills that a student needs
to master in order to move to the next level. By
thinking about how their curriculum is designed,
teachers ensure they’ve covered all the necessary
requirements. From there, they can start exploring
various approaches and teaching methods that can help
them achieve their goals.

Topic: Diagnosis of Needs in Curriculum Development

The first important step in determining what the

curriculum should be for a given population is to
diagnose its needs. Diagnosis is an essential part of
Curriculum Development in order to attune it with the
needs of the times and of the learners and to help
determine which objectives to stress. It should be a
continuous part of on-going curriculum and teaching.
Diagnostic evidence is also needed to gear plans and
expectations to the upper limits of potentiality

Topic: Foundation of objective in Curriculum

Development

They can be seen as refinements of curriculum

aims/goals that, for example, specify: performance
standards or those skills and knowledge the learners
are expected to be able to demonstrate; inferred or
precise degree of mastery; and the conditions under
which the performance will take place. In terms of
effectiveness, curriculum objectives should: be concise
and understandable to teachers, learners and parents;
be feasible for the teachers and learners to
accomplish; encompass previous learning and require the
learner to integrate and then apply certain knowledge,
skills, and attitudes in order to demonstrate
achievement; and be measurable on a cumulative basis
and at different stages of the learner’s educational
career.

Topic: Selection and Organization of Content and

Learning Experience in Curriculum Development

Curriculum is the educational design of learning

experiences for the students. Curricular experiences
include course content as well as learning activities.
The selection and organization of curricular
experiences must also reflect the philosophy of the
school. The identifying and organizing of curricular
experiences begins with the analysis of curriculum
objectives. The most commonly used approach in
selecting learning experiences is the logical approach
in which the process is treated as content in
curriculum development. 

Topic: Evaluation in Curriculum Development and

Evaluation

The term “evaluation” generally applies to the process

of making a value judgment. In education, the term
“evaluation” is used in reference to operations
associated with curricula, programs, interventions,
methods of teaching and organizational factors.
Curriculum evaluation aims to examine the impact of
implemented curriculum on student (learning)
achievement so that the official curriculum can be
revised if necessary and to review teaching and
learning processes in the classroom. Curriculum
evaluation establishes: Specific strengths and
weaknesses of a curriculum and its implementation,
Critical information for strategic changes and policy
decisions, Inputs needed for improved learning and
teaching, and Indicators for monitoring.

Topic: Community School Education

COMMUNITY EDUCATION AND COMMUNITY SCHOOLS Community

education is a concept based on a process of education
for children, youth and adults. The process refers to
the organization of the community into appropriate size
units to facilitate interaction, identification of
local resources, and involvement of the problems of the
community. It is an effort to capture a sense of
community without eliminating its pluralism. Community
schools are vehicles that provide that opportunities
for community involvement and decision-making. They are
for the entire community and are often located in the
neighborhood school. There are major distinctions
between the neighborhood school and the community. Both
mat offer similar programs, services, and activities,
yet the community school concept is premised on the
ultimate goal of community involvement and
participation and is not necessarily based in the
individual’s neighborhood. 

Topic: local and International Innovation

With the demand brought about by the fast changing

society, it is most likely that changes will occur. In
curriculum, changes and modifications are being
introduced to keep pace with the changing world. There
is no stopping to innovations. In local or national
setting, there are innovations that have been
introduced. Local and National Curricular Innovations
2002 Basic Education Curriculum (BEC) Third Elementary
Education Program (TEEP) Secondary Education
Improvement and Development Program (SEDIP) K-12 Basic
Education Curriculum. 2002 Basic Education Curriculum
(BEC) VISION The Department of Education, envisions
every learner to be functionally literate, equipped
with life skills, appreciative of arts and sports and
imbued with the desirable values of a person who is
makabayan, makatao, makakalikasan and maka-Diyos. 2002
Basic Education Curriculum (BEC) MISSION To provide
quality basic education that is equitably accessible to
all and lays the foundation for lifelong learning and
service for the common good.

Topic: Child-friendly Environment

Child-friendly environment are not architectural

phantoms from strange place. They are schools with
attributes typically associated with good schools in
many countries. However, they have additional elements
that complement and reinforce the principle and
practices of the child-friendly approach to education.
A supportive educational and community environment that
is inclusive, healthy, friendly, protective and right
based. The Child-friendly school model, developed by
UNICEF, promotes inclusiveness, gender-sensitivity,
tolerance, dignity and personal empowerment.

Topic: The role of the Teachers and Learners in the

Instructional Leadership

Instructional leadership is a model of school

leadership in which a principal works alongside
teachers to provide support and guidance in
establishing best practices in teaching. Principals
employing this model of leadership communicate with
their staff and together set clear goals related to
student achievement. In this model, teachers are
supported by the principal. The principal provides
coaching and mentoring to those teachers who require
it, as well as professional development opportunities
that allow teachers to explore best practices in
teaching. The goal of instructional leadership is for
the principal to work closely with teachers in order to
increase student achievement

Topic: Curriculum issues, concerns, and Responses

Curriculum issues and Concerns are the following Poor

academic performance of learners related to issues on
the varied implementation of the curriculum among
schools and teacher curricular innovations lack the
sense of ownership from stakeholders. Some curricular
innovations are results of bandwagon but are not well
supported by managers. Lack of regular monitoring and
evaluation. Innovations result to teacher burn out and
Innovations are not communicated to all while the
curriculum responses are the following: The BEC is an
example of an innovation that tries to address the
continuous decline in learners’ performance in basic
education. In the installation of a new curriculum or
innovation, all stakeholders should be involved. There
is a need to respond to the fast changing times in
terms of school curriculum innovations. Committees
should be formed to address each phase or curriculum
installation, implementation and evaluation. General
practice seems to show that when a new curriculum is
introduced or implemented, it ends without a report or
result. New curricular programs have now embedded
monitoring and evaluation in its plan. Collaboration in
the implementation of a new curriculum is very
necessary so that a sense of ownership is achieved and
success is assured.

Topic: Roles of Technology in Delivering Curriculum

As the world shifts towards a global knowledge economy,

education is the gateway through which this is set to
be achieved, the quality of higher education, is
assessed through the backdrop of technology integration
for enhanced performance and achievement. A suitable
and sustainable technology should be used to
electronically reach out to a large number of students,
the general public with quality educational material,
so as to address the issues of access to education with
equity and quality. Technology has made search,
storing, retrieval, transmission, gathering,
dissemination, and reception of knowledge easier,
cheaper and faster. Technology is expected to
completely change the way the curriculum is developed
and delivered hence enhancing the quality of higher
education. 

Topic: Curriculum Design and Models

Numbers of ongoing studies related to curriculum design

models have been on the rise and have been debated and
researched by many educationists today. With the
demands caused by constant change in the society,
curriculum development and implementation have also
been constantly changing over time. Hence, the unending
debates of which curriculum model best addresses the
needs of the society and private sectors continue to
exist. This paper discusses the current challenges in
the higher education sector and the impacts of subject-
centered, learner-centered and problem-centered design
models on teaching and learning.

Topic: Factors considered in Curriculum Development

Curriculum implementation entails putting into practice

the officially prescribed courses of study, syllabuses
and subjects. The process involves helping the learner
acquire knowledge or experience. It is important to
note that curriculum implementation cannot take place
without the learner. The learner is therefore the
central figure in the curriculum implementation
process. There are various factors that influence
Curriculum Implementation like the learners, resource
materials and facilities, the teacher, the school
environment, culture and ideology, instructional
supervision and assessment.
Topic: Role of Stakeholder in Curriculum Development

Internal and External Stakeholder are very important in

Curriculum development. They have a big impact in the
creation of the curriculum. They make and unmake the
curriculum by their active and direct involvement. They
are the one who put into action and give life to the
curriculum. They shape the curriculum implementation.

Topic: Components of Curriculum

They are 4 Major Component of Curriculum namely; Aims,

goals, objective, or simply objectives, in this
components it focuses on what needs to be done. Next is
the Content or Subject Matter, it focuses on what
subject matters is to be included. The third one is the
Learning Experience it focuses on what instructional
strategies, resources and activities will be employed.
And the last is the Evaluation, it focus on what
instrument and methods will used to assess the result
of the curriculum.

Topic: Supervision of Instruction

Through the effective supervision of instruction,

administrators can reinforce and enhance teaching
practices that will contribute to improved student
learning. By skillfully analyzing performance and
appropriate data, administrators can provide meaningful
feedback and direction to teachers that can have
profound effect on the learning that occurs in each
classroom. If schools are to provide equal access to
quality education programs for all students,
administrators must hold teachers accountable for
providing an appropriate and well-planned program.

Topic: Importance of Instructional Supervision

Instructional supervision is very important as

administrators can reinforce and enhance teaching
practices that will contribute to improved student
learning. Result from instructional supervision will
helped identify an instructional process that provides
a solid and basic framework for planning instruction
which helpful in guiding the teachers. As a teacher
this instructional supervision is very important as we
are guided to what to and we are updated to the new
trends being imparted by the administrators.

Topic: Techniques of Instructional Supervision

There are several instructional supervisory techniques.
The variety of supervision techniques to include:
classroom visitation/ observation, inter/intra school,
team teaching practices, workshops, demonstration,
clinical supervision and micro-teaching among others.
This is also in line with Ani (2007) who outlined
supervision techniques as follow: classroom visitation,
micro-teaching, research approach, workshop,
demonstration technique and tape recording. The
supervisory techniques outlined by the above scholars
adopted in this study are: classroom
visitation/observation, workshop and demonstration.

Topic: Instructional Consideration in Curriculum

Development

Curriculum planners must be aware of changes taking

place in the world today. Teachers must be able to:
Identify and separate the contributing elements
constituting a given teaching-learning situation. A
balance between intellectual proficiency and societal
perspective is one of the main features that a public
school should have. Instructional considerations
include such minutiae as content, grouping, materials,
pacing/sequencing, grading, and many more variables.
These decisions should be made according to the overall
curriculum plan.

Topic:Difference between Curriculum and Instruction

The definition of instruction and curriculum may take

on different meanings based on the purpose or
interpretation whether political, social, or
educational. Teaching effectively requires the skill of
a knowledgeable and experienced educator. Teaching can
be convincingly debated as being an art or a science or
defined collectively as an art and a science. The
different approaches and ways to teach make teaching an
art but the necessary knowledge of the material being
taught makes teaching a science. An understanding of
teaching as an art and a science enables educators to
teach more effectively by providing perspective on
different teaching approaches.

Topic: Guidelines on the conduct of SME/DMEA In

Relation to Curriculum Development.

Conducting SMEA/DMEA is very importance since the

needed