COLEGIO DE MONTALBAN

OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS

Institute of Teacher Education
Bachelor Of Elementary Education

Outcomes-based Course Syllabus

COURSE INFORMATION
Course 3 units (3 units lecture,
ED 9A Course Title CURRICULUM DEVELOPMENT Course Credit
Code 0 unit laboratory)
Course Description The course is intended to introduce the education students to effective curriculum design and assessment. The course topics include curriculum
models, principles and approaches in designing, delivering and addressing the curriculum.

Pre-Requisites none Co-Requisites NA

VISION Colegio de Montalban as an excellent higher education institution in education, business, and computer studies is
committed to produce responsible and productive professionals.
MISSION Colegio de Montalban educates students to become highly competitive students, and value- orAiented professionals.

QUALITY POLICY STATEMENT A. Excellence - Colegio de Montalban is committed in nurturing excellent professionals.
QUALTIY POLICY STATEMENT
INSTITUTIONAL LEARNING B. Respect - Colegio de Montalban is committed in cultivating community with high regards for others.
OUTCOMES (ILO)
C. Accountability - Colegio de Montalban is committed in building a community of responsible and productive citizens.
COLLEGE GOALS To carry out the vision of the college which is to promote the following:
- A culture of academic excellence
- Leadership and competitiveness in the field of business
- Knowledge, skills, and attitude in business
- Product development and venturing
PROGRAM LEARNING OUTCOMES Alignment to ILOs
By the time of graduation, the students of the BSE program shall have developed the ability to:
(PLO) 1 2 3 4 5 6 7 8 9
A. Articulate the rootedness of education in philosophical, socio-cultural, historical, X X X X X
psychological and political contexts.
B. Demonstrate mastery of subject matter/ discipline. X X X X X
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
C. Facilitate learning using a wide range of teaching methodologies and delivery modes X X X X X
appropriate to specific learners and their environments.

D. Develop innovative curricula, instructional plans, teaching approaches, and X X X X X

resources for diverse types of learners.

E. Apply skills in the development and utilization of ICT to promote quality, relevant, X X X X X
and sustainable educational practices, and
F. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and X X X X X
reporting learning processes and outcomes, and
G. Practice professional and ethical standards sensitive to local, national and global X X X X X
realities,
H. Pursue lifelong learning for personal and professional growth through varied X X X X X
experiential and field based opportunities.

COURSE LEARNING OUTCOMES (CLO) Alignment to PLOs

At the end of the course, the students should be able to:
a b c d e f g h i j k l
1. Integrate appropriate learning styles, instructional approaches and X X X X X X X X
teaching-learning processes in curriculum development.
2. Design a model curriculum demonstrating considerations for a X X X X X X X X
selected age group and setting including appropriate community linkages/
stakeholders.
3. Construct instruments for monitoring curriculum implementation X X X X X X X X
and assessment.

4. Demonstrate understanding of learning environments that X X X X X X X X

promote fairness, respect and care to encourage learning

5. Demonstrate knowledge of managing classroom structure X X X X X X X X

that engages learners individually or in groups, in meaningful
explorations, discovery and hands-on activities within the available
physical learning environments
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education

OUTCOMES-BASED TEACHING AND LEARNING PLAN (OBTL PLAN)

LEARNING TASKS Alignment to CLOs
Desired Learning
Date Learning Content/Topics Face-to-Face/ ASSESSMENT TASKS
Outcomes Asynchronous 1 2 3 4 5 6 7
Synchronous
 Familiarization of  Introduction to the  Introducing Goal: To produce teachers who are well X
the School policy, Subject: Curriculum the syllabus aware with School and Classroom
classroom policy. Development to the class Policies, and familiarization with the
 Familiarization of  Introducing subject.
the subject themselves Role: Student- Teacher
to the class Audience: 3rd year Students, Instructors
 Introducing Situation: Observation, Actual Teaching
the subject: Product/Performance: Reflection paper,
Field Study 1 quiz, participation, recitation.
 Briefing what Standard: Rubrics
to expect to
the subject:
requirements
, what are the
do’s and
don’ts.
 Discuss the The Curricula in Schools  Discussion  Conduct of Goal: To produce teachers who are well X X X X X X X
different curricula:  Present research aware with different types of curricula
that exist in the 1. Different curricula in different about types of existing on a certain school.
school Schools curriculum Curriculum Role: Student- Teacher
 Analyze the that is Audience: 3rd year Students, Instructors
significance of existing on a Situation: Observation, Actual Teaching
curriculum and certain Product/Performance: Reflection paper,
curriculum school. quiz, participation, recitation.
development in Standard: Rubrics
the teachers
classroom.
 Enhance 1. Roles of the teacher  Discussion  Conduct of Goal: To produce teachers who are well X X X X X X X
understanding of as a curricularist in the research aware with roles of a teacher being a
the role of the classroom and schools. about the curricularist in the classroom and schools.
teacher as a roles of Role: Student- Teacher
COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
curricularist in the teacher as Audience: 3rd year Students, Instructors
classroom and Curricularist Situation: Observation, Actual Teaching
school Product/Performance: Reflection paper,
quiz, participation, recitation.
Standard: Rubrics
 Define curriculum The School Curriculum:  Discussion Conduct a research Goal: To produce teachers who are well X X X X X X X
from different Definition, Nature and on various aware of what Curriculum is in different
perspectives Scope definition of perspectives.
 Describe the nature curriculum from Role: Student- Teacher
and scope of 1. Definition from different Audience: 3rd year Students, Instructors
curriculum different perspective perspectives Situation: Observation, Actual Teaching
2. Curriculum from Product/Performance: Reflection paper,
different points of view: quiz, participation, recitation.
A. Traditional View Standard: Rubrics
B. Progressive View
 Describe the 1. Approaches to the  Discussion Conduct a research Goal: To produce teachers who are well X X X X X X X
different school curriculum on various aware of different approaches to the
approaches to A. Curriculum as approaches to the school curriculum.
school curriculum content of body of school curriculum Role: Student- Teacher
 Explain by examples knowledge. Audience: 3rd year Students, Instructors
how the approaches a.1 criteria in the Situation: Observation, Actual Teaching
clarify the definition selection of content Product/Performance: Reflection paper,
of curriculum. quiz, participation, recitation.
 Reflect on how the B. Curriculum as a Standard: Rubrics
three approaches process
interrelate with C. Curriculum as a
each other product
 Explain and 1. the curriculum Discussion Conduct a research Goal: To produce teachers who are well X X X X X X X
summarize the development process on various models aware of different curriculum
curriculum and models to the school development processes and models.
development curriculum Role: Student- Teacher
process and models development Audience: 3rd year Students, Instructors
Situation: Observation, Actual Teaching
Product/Performance: Reflection paper,
quiz, participation, recitation.
Standard: Rubrics
COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
 Describe the 1. Foundations of  Discussion  Conduct of Goal: To produce teachers who are well X X X X X X X
foundations of Curriculum: research aware of different foundations of
curriculum about Curriculum
development A. Historical foundations of Role: Student- Teacher
 Explain how each B. Philosophical Curriculum Audience: 3rd year Students, Instructors
foundation C. Psychological Situation: Observation, Actual Teaching
influences the D. Social Product/Performance: Reflection paper,
curriculum quiz, participation, recitation.
development. Standard: Rubrics
 Identify the 1. Fundamentals of  Discussion  Conduct of Goal: To produce teachers who are well X X X X X X X
fundamentals of Curriculum Designing research aware of fundamentals of curriculum
curriculum about designing.
designing curriculum Role: Student- Teacher
 Appreciate the task designing Audience: 3rd year Students, Instructors
of designing a Situation: Observation, Actual Teaching
curriculum Product/Performance: Reflection paper,
quiz, participation, recitation.
Standard: Rubrics
 Identify some 1. Approaches to Discussion  Conduct of Goal: To produce teachers who are well X X X X X X X
familiar curriculum curriculum design research aware of different types of approaches in
designs and about curriculum desiging.
approaches to the curriculum Role: Student- Teacher
design. designing Audience: 3rd year Students, Instructors
 Analyze the Situation: Observation, Actual Teaching
approaches in the Product/Performance: Reflection paper,
light of how these quiz, participation, recitation.
are applied in the Standard: Rubrics
school setting.
 Define curriculum 1. Curriculum mapping  Discussion  Conduct a Goal: To produce teachers who are well X X X X X X X
mapping and research aware of curriculum mapping and its
curriculum quality 2. Curriculum quality about implications. And curriculum quality
 Explain the benefits audit curriculum audit.
of curriculum mapping and Role: Student- Teacher
mapping and curriculum Audience: 3rd year Students, Instructors
curriculum quality quality audit. Situation: Observation, Actual Teaching
audit. Product/Performance: Reflection paper,
COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
 Familiarize oneself quiz, participation, recitation.
of some examples Standard: Rubrics
of curricular maps.
 Define curriculum 1. Curriculum  Discussion  Conduct a Goal: To produce teachers who are well X X X X X X X
implementation. implementation as a research aware of curriculum implementation as a
 Analyze what is change process about change process.
change process in curriculum Role: Student- Teacher
curriculum 2. The Change process implementatio Audience: 3rd year Students, Instructors
implementation n and change Situation: Observation, Actual Teaching
 Explain the process process Product/Performance: Reflection paper,
of curriculum quiz, participation, recitation.
implementation. Standard: Rubrics
 Review the The teaching plan Discussion  Conduct a Goal: To produce teachers who are well X X X X X X X
components of a research aware of components of daily teaching
daily plan of about plan, identifying intended learning
teaching components outcomes in every teaching plan.
 Identify intended of a daily plan Role: Student- Teacher
learning outcomes of teaching Audience: 3rd year Students, Instructors
 Match learning Situation: Observation, Actual Teaching
outcomes with Product/Performance: Reflection paper,
appropriate quiz, participation, recitation.
methods. Standard: Rubrics
 Discuss the roles of 1. Role of Technology in  Discussion  Conduct a Goal: To produce teachers who are well X X X X X X X
technology in Teaching Delivery research aware of technology integration in
curriculum delivery about implementing curriculum.
 Identify the factors A. Factors in technology technology Role: Student- Teacher
in technology selection Audience: 3rd year Students, Instructors
selection including Situation: Observation, Actual Teaching
the use of visual Product/Performance: Reflection paper,
aids. quiz, participation, recitation.
Standard: Rubrics
 Identify the 1. Stakeholders in the  Discussion  Conduct Goal: To produce teachers who are well X X X X X X X
stakeholders in the curriculum. research aware of different stakeholders in the
curriculum about schools that may influence in curriculum
 Enumerate the role stakeholders development.
of each stakeholder of the schools Role: Student- Teacher
COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
and its roles. Audience: 3rd year Students, Instructors
Situation: Observation, Actual Teaching
Product/Performance: Reflection paper,
quiz, participation, recitation.
Standard: Rubrics
 Acquire clear 1. Curriculum Program  Discussion  Conduct a Goal: To produce teachers who are well X X X X X X X
understanding of Evaluation. research aware of Curriculum evaluation and its
what is curriculum 2. Process of Curriculum about processes.
evaluation. Evaluation. curriculum Role: Student- Teacher
 Explain the need to evaluation and Audience: 3rd year Students, Instructors
evaluate the its process. Situation: Observation, Actual Teaching
curriculum and how Product/Performance: Reflection paper,
it is being done. quiz, participation, recitation.
Standard: Rubrics
 Explain how a 1. Learning outcomes  Discussion  Conduct Goal: To produce teachers who are well X X X X X X X
curriculum can be assessment as a research on aware of assessing assessment results by
evaluated through curriculum evaluation. how to create giving grades.
assessment of 2. Levels of learning learning Role: Student- Teacher
learning outcomes. Outcomes and levels of outcomes as a Audience: 3rd year Students, Instructors
 Match the levels of Achievement. curriculum Situation: Observation, Actual Teaching
learning ourcomes 3. Selected assessment evaluation. Product/Performance: Reflection paper,
with the tools. quiz, participation, recitation.
appropriate 4. Interpreting values of Standard: Rubrics
assessment tools. assessment by assigning
grades,
 Analyze the 1. Relating Planning,  Discussion  Make a Goal: To produce teachers who are well X X X X X X X
relationship implementing and research on aware of relationship between planning,
between planning Evaluating. the Evaluation implementation, and Evaluation in a
and implementing Cycle curriculum.
in curriculum A. The PIE Role: Student- Teacher
development Audience: 3rd year Students, Instructors
 Explain the Situation: Observation, Actual Teaching
connection of Product/Performance: Reflection paper,
curriculum quiz, participation, recitation.
implementation and Standard: Rubrics
evaluation
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
 Discuss the
interrelatedness of
curriculum
evaluation and
curriculum planning

 Gain 1. K to 12 Basic  Discussion  Make a Goal: To produce teachers who are well X X X X X X X
comprehensive Education Curriculum research on aware of implementation of K to 12 Basic
understanding of implementatio Education Curriculum.
the K to 12 Basic n of K to 12 Role: Student- Teacher
Basic Audience: 3rd year Students, Instructors
Education
Education Situation: Observation, Actual Teaching
Curriculum
Curriculum Product/Performance: Reflection paper,
Reform quiz, participation, recitation.
Standard: Rubrics
LIST OF REFERENCES
Textbook
⮚ The Teacher and the School Curriculum, Bilbao, P., Dayagbil, F., Corpuz, B.
1. Presentations
Supplementary Materials 2. Resource teachers

Online Material ● Presentations

 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
CLASSROOM POLICY
FACE-TO-FACE DELIVERY FLEXIBLE TEACHING AND LEARNING ACTIVITIES (FLTAs)
⮚ Final grade will be determined by the student’s performance on their class standing ●
and major requirements.
⮚ Students are expected to observe policies under the CDM student handbook.

⮚ Students are expected to be prompt, attend classes on a regular basis, and

participate actively in classroom discussions
⮚ The instructor may drop or withdraw a student in accordance with the policies set by
the CDM Student Handbook.
⮚ Students are likely to submit all academic-related requirements of the subject, as
prescribed by the instructor.
⮚ Cheating, plagiarism, and other forms of intellectual dishonesty are absolutely
prohibited. In the events of infractions, students will dealt in accordance with the
provisions in the CDM Student Handbook.
COURSE REQUIREMENT/S GRADING SYSTEM
Course requirements are as follows: Class Standing 60 percent, includes, attendance, quizzes, reflection papers and
other requirements as approved by the institution
⮚ Portfolios

⮚ Attendance
Major Examinations 40 percent, includes portfolios (marked as their major
⮚ Quizzes, as provided examination)
MIDTERM GRADE 60 percent Class standing + 40 percent Midterm Portfolio
⮚ Reflection papers
FINAL GRADE 60 percent Class standing + 40 percent Final Portfolio
⮚ Other Academic-related requirements as prescribed by instructor
Final Grading (Midterm Grade + Final grade)/2
CLASS INFORMATION FACULTY INFORMATION
Section: Name of Faculty: ROMI DELA CRUZ
Time: Consultation Time:

Room: Office Tel. No./ Mobile Phone No.

st
Semester: 1 Semester , AY 2023-2024 Institutional Email:
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
RUBRICS FOR ASSESSMENT
Design of Projects and Outcomes Rating
Experiments Exemplary (5) Proficient (4) Apprentice (3) Developing (1)
Creativity Formulated an imaginative Formulated a superior design Formulate an acceptable Formulated a pedestrian
design that fully accounts for with modest attention to the design with minimal design with no attention to
the needs of the market and needs of the market and attention to the needs of the the needs of the market and
prior art prior art market and prior art prior art
Electrical/Electronic Design Carefully considered what Considered what Considered what Did not carefully consider
electrical/electronic features electrical/electronic features electrical/electronic features what electrical/electronic
should be implemented and should be implemented and should be implemented and features should be
created an efficient, cost- created a working solution created a poor solution implemented and created a
effective solution poor solution
Prototype Implementation Constructed a well-designed Constructed a working Constructed a prototype with Constructed a poor
prototype prototype mostly working features prototype with few or no
working features
Experimentation and Analysis Effective ability to observe Moderate ability to observe Limited ability to observe Little ability to observe
experimental operation, experimental operation, experimental operation, experimental operation,
interpret or determine interpret or determine interpret or determine interpret or determine
behavior, and make behavior, and make behavior, and make behavior, and make
appropriate appropriate appropriate appropriate
decisions/corrections decisions/corrections decisions/corrections decisions/corrections
Realistic Constraints Correctly analyze reasons Analyze correct reasons how Analysis contains a mixture of Analysis incorrectly reasons
how the design is constrained the design is constrained but correct and incorrect how the design is constrained
and provides sufficient, in- provides only a cursory reasoning as to how the
depth discussion in a clear discussion design is constrained
and easy to follow manner
Practical Skills and Design Outcomes Rating
Exemplary (5) Proficient (4) Apprentice (3) Developing (1)
Independent Learning Skills Researched and effectively Researched and adequately Attempted to use new Did not attempt to use new
used new components, skills, used new components, skills, components, skills, or tools components/skills/tools
or tools or tools with limited correctness lacked correctness
Economic Considerations Applicable: Y / N Have economic implications, cost analysis, and market research been considered?
Ethics, Health and Safety Applicable: Y / N Are there ethical considerations? Have they been presented and considered carefully?
Social and Political
Applicable: Y / N Are there social impacts of the proposed design? Were they addressed?
Considerations
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
Environment and
Applicable: Y / N Does the proposed design have any positive or negative environmental impacts?
Sustainability
Written Reports, Reflection Outcomes Rating
Papers, Term Papers, and Exemplary (5) Proficient (4) Apprentice (3) Developing (1)
Others Organization Excellent organization Content appropriate to all Some content placed Inappropriate content of
enhances readability and/or section of report incorrectly several sections of report
understandability of report
Format and Aesthetics Text, tables, figures so clear Text, tables, figures readable Some portions are sloppy and Unacceptable appearance
and understandable as to and understandable; style is difficult to read; style needs e.g., tables and figures
enhance report impact; style acceptable; followed improvement; a few format cannot be read or
enhances readability; unique specified format errors understood, style unclear; so
format aspects that enhance many format errors
report impact
Spelling and Grammar Negligible misspelling and/or Minor spelling and/or Several spelling and Numerous spelling and
grammatical errors grammatical errors grammatical errors grammatical errors
References Reference section complete Minor inadequacies in Inadequate list of references No referencing system used
and comprehensive; cited references or references in text
information and ideas from
other sources
Timeliness Experiment/design submitted Experiment/design submitted Experiment/design submitted Experiment/design submitted
before the deadline on the deadline the day after the deadline more than a day after the
deadline
Grading System Students shall be graded in accordance with the following system based on the CDM Student Handbook:
Grade Percentage Equivalent
1.00 100-97 Excellent
1.25 96-94 Excellent
1.50 93-91 Very Good
1.75 90-88 Very Good
2.00 87-85 Good
2.25 84-82 Good
2.50 81-79 Satisfactory
2.75 78-76 Satisfactory
3.00 75 Passing
4.00 74-65 Conditional
5.00 Failure
 COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Institute of Teacher Education
Bachelor Of Elementary Education
INC Incomplete
W Withdrawn
● A grade of 4.00 is conditional and shall be given only during the midterm grading period. No final grade of 4.00 shall be given.

Withdrawn(INC)
● Incomplete (W) isisgiven if the student
temporarily given tovoluntary
a studentdrops
who amay
subject andfor
qualify correspondingly
passing but hasfiles
notacomplied
droppingwith
formallatrequirements
any time not of
less than
the two Such
subject.
weeks before the final examination. After this period, the faculty member may give only a passing or failing mark. W is also given when the faculty
requirement(s) must be satisfied within one year from the end of the term; otherwise, the grade automatically becomes 5.00.
member drops the student from his/her roll for having exceeded the allowable number of absences.
A student who has received a passing mark in a subject shall not be allowed to take another examination for the purpose of improving
his/her grade.
Prepared by: Reviewed and checked by: Recommending Approval: Approved by:

ROMI DELA CRUZ LOLITA S. CRUZ JONATHAN DILLERA

Course Instructor Program Head Dean Vice President for Academic Affairs
Institute of Teacher Education Institute of Teacher Education

Form No.
Revision No.
Date of Approval
Semester
Academic Year