PED 9: THE TEACHER AND SCHOOL CURRICULUM

(MIDTERM)
WEEK 7: TEACHER AND THE SCHOOL
CURRICULUM ORGANIZATIONAL
DEVELOPMENT (TS-OD)
4.1 Objective 1: Learn the history of Philippines Educational System
Exercise 1/ Activity 1
Direction: Read carefully the article below and answer the questions that follows:
Schools enjoy a permanent and unchallenged place in Filipino culture.An educated and law-abiding citizenry
speaks for the ends and means of education. A democratic state like the Philippines requires a literate, socially
responsible and useful citizenry. Thus, our government through the Department of Education, Culture and
Sports (DECS) has provided a comprehensive school program that is both constitutionally sound and
educationally desirable.
Since the Philippines is committed to a democratic way of life, all schools whether public or private, have the
principal duty of promoting the democratic way of life and developing democratic ideals and principles.
The present educational system of the Philippines is the result of a long process of educational evolution.
Pre-Spanish Period
Before the coming of the Spaniards, the early Filipinos has a culture of their own. The Filipinos had a system of
government, social organization, laws, language, writing, literature, property ownership. and religion.
Education was informal. However, as race experience accumulated formal instruction began in the home by
means of crude apprenticeship. Institutionalized education began in the form of initiation rites and religious
ceremonies. The priests called Babylon or sonats provided specialized training for would-be priests.
Spanish Regime
With the coming of the Spaniards, education became organized. During the early part of the Spanish regime,
schools were set up for the upper social classes. The first schools founded by the Spaniards were for the Spanish
youth, to train them in virtues and letters.
Filipino boys and girls attended the parochial schools where they were given religious instruction. Since the
Spaniards wanted to spread Christianity, education was predominantly religious. The children learned Christian
doctrine, sacred songs and music, and prayers required for the sacraments of confession and communion. The
rudiments of reading, writing, and arithmetic were given to brighter pupils.
A reform in the educational system was effected with the promulgation of the Educational Decree of 1863. This
law gave Filipinos a complete system of education from the elementary to the collegiate level. The law provided
for the establishment of elementary schools, one for boys and another for girls, in all municipalities in the
country. Although religion was the core of the curriculum, the subjects included were reading, writing,
arithmetic, history, Christian doctrine. the Spanish language, vocal music, agriculture for boys and needlework
for girls. Attendance in these schools was compulsory between the ages of seven and 12. Secondary education
was given at the Colegio de San Juan de Letran, Ateneo Municipal de Manila. and in seminaries. Collegiate
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instruction was provided by the University of Santo Tomas which offered courses in civil law, jurisprudence,
canon law, philosophy and letters, medicine, pharmacy, physics, and chemical sciences. For the training of
teachers, normal schools were established in Manila and Nueva Caceres. Students in these normal schools
studied theory and practice of good citizenship, moral life and methods of teaching.
American Regime.
As soon as the Americans occupied Manila in 1898, they immediately reopened schools. A teacher of English
was assigned in each school under the supervision of Reverend McKinnon, Captain of the First California
Regiment. The Americans, imbued with democratic principles, established for the Filipinos a system of free
public education as provided for in Act No. 74. In as much as the First teachers of English were the army men,
the United States government sent a group of professionally-trained American teachers as soon as it was
possible. These teachers were popularly called the “Thomasites” because they came aboard the U S Army
transport Thomas.
The Americans established the first primary schools in 1901 and intermediate schools in 1904. To provide for
secondary education, Act No. 372 required all provinces to maintain a provincial high school. The Philippine
Normal School (1901) and the Universrty of the Philippines (1908) were founded to afford the Filipinos higher
education. These schools followed the pattern of U S education. English was used as the medium of instruction.
Education aimed at training Filipinos in the democratic way of life, citizenship, moral character and
fundamentals of vocational education. Ultimately, the Filipinos were trained for self-government preparatory to
the granting of independence after a ten-year transition period.
With the establisment of the Commonwealth government in 1935, there was a reorientation of educational
polices to carry out the educational mandates of the Constitution. Commonwealth Act No. 586 (the Educational
Act of 1940) overhauled the elementary and secondary curricula. Grade VII was eliminated and the double-
single session plan was introduced so as to accommodate more pupils of school age.
Japanese Regime.
Before the provisions of the Educational Act of 1940 could be implemented, the Pacific War broke out on
December
8, 1941, and the Philippines came under the Japanese Occupation. In 1942 the Commander-in Chief of the
Japanese Imperial Forces issued Order No. 2 which spelled out the basic principles of education during the
Japanese period. Emphasis in education was placed on vocational education and the dignity of manual labor.
The Japanese rulers wanted to eliminate English and to introduce the Japanese language (Nippongo). The
Japanese exerted all efforts to wean the Filipinos from reliance on the Western powers but they did not succeed.
1. What do you think is the greatest contribution of the following in the Philippine Educational system
specifically in the curriculum?
A. Spanish
B. Americans
C. Japanese

4.2 Objective 2: Determine the Educational System in the new society.

 PED 9: THE TEACHER AND SCHOOL CURRICULUM
(MIDTERM)
Exercise 2/ Activity 2
Direction: Read the article and answer the following questions:

The Educational System under the New Society.

When the President of the Philippines declared Martial Law through the promulgation of Proclamation 1081 on
September 21, 1972, an educational revolution started. Recommendations of the PCSPE based on the findings
of the system, gained massive approval especially by those concerned about the irrelevance of the system to the
needs of the changing world. The recommendations of the Reorganization Commission by virtue of R. A. 5435,
the provisions of Presidential Decree No. 650 of the President marked the beginning of a new system of
education. The New Society as envisioned by the President had direct bearing on and strong implications for the
county‘s educational system. It was premised on the framework that education should be an integrated system
as provided for in Section 8, Subsection l of Article Xl acronym, PLEDGES, which meant, peace and order,
land reform, economic development, development of moral values and through educational reform, government
reorganization, employment and manpower development and social services as a means of directing all
strategies towards achieving the goals set and defined.
THE MINISTRY OF EDUCATION AND CULTURE (Reorganized as of July 1, 1977)
The Ministry of Education and Culture was responsible for developing and implementing programs on
education and culture based on general educational objectives and policies by the National Board of Education.
Presidential Decree No. 1, based on the findings of the Philippine Commission to Survey Philippine Education
(PCSPE) provided for the reorganization of the Department of Education and Culture (now the Ministry of
Education and Culture) to give better, more efficient, and more economical services to the people. In its
reorganization, some offices were abolished or were integrated with other offices, new ones were also created.
(See Figure l Organizational Chart Ministry of Education and Culture as reorganized).
The new organizational set-up of the Ministry was:
I. The Ministry Proper (central Office)
II. The Regional Offices
III.The Provincial/City Offices
Authority and responsibility for the Ministry was vested in the Minister of Education, Culture and Sports. Next
to the minister were two deputy ministers, the deputy Minister for Administration and the Deputy Minister for
Higher Education. The Deputy Minister of Education and Culture for Non-Formal Education advised and
assisted the Minister of Education and Culture in the formulation and implementation of nonformal education
objectives and policies.
The year 1983-85 marked the appointment of five (5) Deputy Ministers to assist the Minister of Education, the
biggest number so far in the entire history of Philippine education. New problems had cropped up, new
opportunities and challenges had emerged. Among these were ( l) the regionalization of the national
government; (2) the rise of faculty and student activism; (3) the increasing number of foreign-assisted-projects
through loans and grants; (4) the sudden increase in number of schools and colleges; (5) the recognition of the
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expanded contribution of the private education sector to the total educational effort; and (6) the effort to
improve and upgrade the qualifications and performance of the personnel of the Ministry.
Supportive of these deputy Ministers were assistant secretaries who were in-charge of ministry-wide legal
affairs, budget and finance. planning and statistics, and administration. While the regional functions in these
areas were performed in the Regional Offices of the Ministry, policy decisions and general administration were
still the concern of the Central Offices. There were ten (l0) regular bureaus and institutes of the Ministry
namely: (l) Higher Education, (2) Secondary Education, (3) Elementary Education, (4) Continuing Education,
(5) Sports and Development. ( 6) Institute of National Language, (7) Library, (8) National Museum, (9)
Historical Institute, and (10) Technical Vocational Education. The last were organized to take care of post-
secondary technical training.
Special supportive offices form the lower ladder of the central office strucrure and organization. Included in this
level are: the Population Education unit, the National Scholarship and Testing Center, the School Health and
Nutrition Center, the Educational Loan Assistance Center, the Instructional Materials Development Center, the
National Center for Research in Teacher Education, and the youth affairs and Foreign Students Offices. Except
for the Minister of Education, Culture and Sports, and a Deputy Minister appointed from the ranks of Batasan
Pambansa members, all subordinate offices were members of the Career Executive Service Organization
(CESO). For one to be assigned to any of these positions, he had to go through the ranks and undergo a special
training in the Development Academy of the Philippines. The Minister was a political appointee of the President
of the Republic and served in his Cabinet.
The Board of National Education, created by R. A. No. 1124, was an agency of the government for the
formulation of educational policies and the direction of the educational interests of the nation. The Board was
originally composed of 15 members, but R. A. No. 4372, which amended RA. No. 1124, reduced the
membership of the Board to eight. Under the reorganized set-up, the Board of national Education was renamed
National Board of Education.
The Board formulated, implemented and enforced general objectives and policies and coordinated the offerings,
activities and functions of all educational institutions in the country with a view to achieving an integrated,
nationalistic, and democracy-inspired educational system of the Philippines. In the discharge of its functions,
the National Board of Education was assisted by an office of planning and research known as the Planning
Service.
Differentiate briefly the Philippine Educational System during the American Regime and the PES today.

4.3 Objective 3: Determine the school organization and its components.

Exercise 3/ Activity 3
School Organization
The research on school organization is clear: in general, small schools yield better results than large ones. This
suggests that educators at large schools can help more students learn by creating subunits—schools within a
school. Moreover, studies on teacher collaboration and teaming have shown that students benefit when teachers
work together to promote student learning. Some schools in rural areas, of course, are too small, unable to
provide a reasonable range of curricular or extracurricular offerings. But while educators in large schools can
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generally devise ways to break up into smaller units, those in small schools can't usually do much about their
limited resources (although the Internet now provides students with learning opportunities that were not
previously available).
Components of School Organization
Of course, most school staffs inherit a preexisting organizational structure. For many educators, certain aspects
of the school's organization—such as the number of classes in the master schedule in a high school or the
houses in a middle school—are part of the school's very identity. This reality can make altering the school's
organization slow and difficult. Still, educators should consider the following aspects of the school to determine
which ones, if any, should be changed.
At the elementary-school level, units are usually instructional teams or grade-level groups, in which teachers
work with students from classes other than their own homerooms. For example, three 4th grade teachers might
choose to work together to teach all 100 children in the grade. Many middle schools have houses in place,
which might be led for instance by four teachers, each representing core curricular areas, working together with
a group of 100–125 students. (When these are multi-age groups and students remain with the same teachers
over several years, teachers and students grow to know one another particularly well.) Many high schools
establish schools-within-a-school to create smaller and more personal learning communities. Some of these are
grade-based, whereas others are organized around an instructional focus, such as technology or the arts.
If you were given this assignment, what would you do? How would you organize your subordinates? How
would you help them understand the challenge of setting up a new organization and system?

WEEK 8: CURRICULUM AND CURRICULUM

PLANNING
Direction: Read carefully the article below and complete the sentence based on what you understand.
What is curriculum?
Across the world, the term curriculum is used in several different ways. In some countries,
‘curriculum’ has a holistic meaning encompassing not only subjects, but also the connections between subjects,
teaching methods and all aspects of schooling that define the learner’s experience. In other countries, a narrower
interpretation is used, referring either to a prescribed range of courses (the curriculum in Year 6 contains eight
different subjects) or a specific learning programme across different years (the chemistry curriculum at
secondary level).

This guide uses the following definitions:

• A school curriculum refers to the combination of subjects studied within a school year and in sequential years
as the learner moves through the educational system provided by the school.
• A subject curriculum refers to the content and skills contained within a syllabus applied across sequential
stages of student learning. These stages normally refer to school year levels, and therefore a particular age of
learner.
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• Co-curricular curriculum refers to valued educational activities that support learning beyond the school
curriculum, which the school encourages and supports.
• The experienced curriculum refers to the learning students actually receive as a result of the whole
educational experience the school provides. This includes the impact of the school curriculum, teaching
approaches, the co-curricular curriculum and the learning environment. It includes both the planned and
unplanned or unintended outcomes of the curriculum.

The wider learning experience:

Planning the school curriculum in terms of subjects and qualifications is only part of the process. The
experienced curriculum in an excellent school provides a learning experience that is more than the sum of the
qualifications, subjects and activities that are visible on the school schedule. This is because careful attention in
curriculum design and implementation is given to learning within, across and between the subjects and
activities. All teachers and school staff support the development of the learner attributes and other qualities
identified in the school’s vision. Breadth, balance and coherence need to be built in by design. The school’s
vision and aims will include personal and social outcomes as well as academic ones. Learning does not begin or
end in classrooms, but permeates the school
environment and broader community. What learners actually experience may not be the same as the written
objectives of the curriculum – it will be the consequence of a complex web of interdependent parts including:

• The school’s vision and values

• Teaching quality
• Learner motivation and prior knowledge
• School leadership, environment and culture
• The school’s curriculum and subject curricula
• Assessment practices and expectations
• The school’s internal structures and operations

https://www.cambridgeinternational.org/Images/271332-curriculum-planning-an-
overview.pdf

4.2 Objective 2
Identify what comprises curriculum planning

Exercise 2/ Activity 2
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Direction: Read the paragraph and complete the sentence that follows:
Therefore, the experienced curriculum is necessarily unique to each school, and designing or re-evaluating a
curriculum is a complex and challenging task. Schools should regularly evaluate their outcomes against
intentions, ensuring that they are optimizing learners’ educational experiences in line with the school’s vision
and mission.
School vision, mission and plan:
The school vision is a compelling sense of the future direction of the school. It should inspire commitment from
the whole school community and be widely shared. Most schools also have a mission statement, which is a
written declaration defining the school’s educational purpose. Educational aims might be included in the
mission statement or listed separately. Together with the vision and mission, they provide focus and guidance on
what the priorities are. The school strategic plan gives practical direction to the vision, mission statement and
aims. This should include a statement headlining longer-term priorities/objectives of up to five years ahead, and
a detailed one-year implementation plan.

https://www.cambridgeinternational.org/Images/271332-curriculum-planning-
an-overview.pdf

4.3 Objective 3
Reflect on the different principles fundamental to successful curriculum design
and implementation.

Exercise 3/ Activity 3
Direction: Read the article below and answer the question that follows:

The curriculum is at the heart of schools’ strategies to raise achievement and improve outcomes for all learners.
There are principles that are fundamental to successful curriculum design and implementation in all situations:
1. The school curriculum should deliver a broad, balanced and consistent programme of learning with
clear and smooth progression routes designed for the needs of all learners. When planning the school
curriculum, the school leadership must choose both the subjects to be studied for each year, as well as a
sequential programme from one year to the next. Time and resource limitations mean that school leaders must
carefully prioritize and make choices when planning a curriculum. Different societal or cultural norms will
influence this process of prioritisation and there is no one-size-fitsall solution.
Certain considerations are, however, universally significant:
• The values and educational aims of the school must guide all decisions about the curriculum.
Normally this results in a balance of subjects and activities covering different educational processes, objectives
and content, developing a holistic set of skills and knowledge.
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• Quality is more important than quantity. It can be tempting to add more subjects and/or content to
the curriculum, with the noble intention of maximizing learning. Too much content, however, does not allow
time to support depth of understanding and the practice students need for deep learning. Less can actually be
more.
• Progression through the curriculum must be consistent. The curriculum should give learners the
understanding, knowledge and skills they need to allow them to progress to the next educational stage.
• A spiral approach to skill development is supported. Each successive stage revisits critical learning
areas and builds on them, respecting the learners’ developmental stage. In addition to these universal
considerations, other aspects for a school to consider include:
• Consistency – This is concerned with progression in knowledge and skills from one stage to the next.
Do the different stages align? Are learners appropriately prepared and challenged at each stage? It is reasonable
to expect changes in emphasis and approach as learners become more mature. Consistency does not mean that
the curriculum will stay the same, but it is important for changes to be planned rather than unintentional.
• Balance – The concept of breadth and balance will be illuminated by the school’s vision and
educational aims. A balanced curriculum normally includes mathematics, languages, sciences, technology,
humanities, creative arts and physical education. A broad curriculum allows learners to experience, acquire and
develop essential and valued learning from a variety of contexts. It may be that some disciplines, for example
information technology, are infused in the teaching of other subjects rather than being taught as a discrete
subject. There is still the need for a clear identification of these activities, supported by a written curriculum that
helps define precisely who is responsible for their development. It is also important that literacy and numeracy
are supported by teachers of all subjects, not just in languages and mathematics.
• Preparation for higher education – In the senior years of schooling, some narrowing of the
curriculum may be expected as learners prepare for specific qualifications required for progression to higher
education. Learners should still be expected to take part in activities and programmes that are complementary to
the academic qualifications they are preparing for, and the school should provide a breadth of activity and
engagement in support of the school’s mission.
• Combining curricula – The school is combining Cambridge qualifications with others, it is important
to consider compatibility issues. It may be that other qualifications or programmes of study incorporate different
approaches to teaching, learning and assessment from those described in this guide. This will require careful
planning and coordination to ensure that any differences are clearly understood and accommodated.
• Effectiveness – Cambridge’s syllabuses, teacher support material, teacher professional development
and assessments are designed by subject experts to support a smooth progression from primary to upper
secondary, but it is up to the school to make it happen. It is essential that schools create their own schemes of
work and lessons plans to make the Cambridge syllabuses locally relevant and make sure teachers are teaching
these effectively. The curriculum is locally constructed in the school.

2. The instructional system is well aligned and coherent. A well-designed instructional system is more than
the sum of its parts. A curriculum is coherent when the prescribed content, textbooks, resources, and approaches
to teaching and assessment are aligned and reinforce one another. The learning experiences should be
thoughtfully sequenced to respect students’ developmental stages. The content of the curriculum, the
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pedagogical approach and the assessment approach must also be aligned in order to maximize learner
development and achievement.
3. The curriculum supports the development of learners and teachers who are confident, responsible,
reflective, innovative and engaged. Learning habits describe how students and teachers approach a given
situation, environment or challenge. They include a combination of values, attitudes, knowledge, skills and
strategies and assume competence – the skilled and appropriate application of the attribute. Many schools have
additional learner attributes, reflecting their school mission, and the way that the attributes are used varies
widely.
4. Each subject curriculum should provide learners and teachers with inspiring and relevant content
and an appropriate breadth and depth of subject knowledge. Subject curricula should be formulated
chronologically in a learning spiral so they provide appropriate progression from one stage of education to the
next. The knowledge, understanding and skills acquired at each year level forms the foundation for learning at
the next. In order to develop a deep level of understanding, while building a solid foundation for future
progression, learners need to revisit and practice important knowledge and skills repeatedly in a number of
different contexts. In planning the curriculum, time for this needs to be allowed so that depth of coverage is
supported, reinforcing prior learning and creating links to new learning.
5. The school curriculum should recognize the language background of learners and provide them with
the support they need to access the curriculum. Schools almost always have learners with a range of
exposure to and competence in different languages. This reality must be reflected in curriculum planning and in
a coherent language policy reflecting the school’s situation. Language needs to be prioritized in the curriculum.
Learners need to have excellent skills in their native or first language as this will directly influence their
cognitive development in all subject areas. They also need to have excellent English language skills in order to
access the curriculum if it is taught through the medium of English. Students attending international schools are
often learning the curriculum through the medium of English, so developing a high level of English language
competence will help them learn.
6. Assessment has a number of purposes that are essential to the educational process. These purposes
include assessment for learning (providing feedback in support of the learning process), and summative
assessment (determining a learner’s level of performance). Assessment is an integral component of each
subject’s curriculum. Pedagogy and assessment are inseparable in the teaching and learning process, as
development in one reciprocates change in the other. Assessment for learning practices are essential teaching
strategies that inform teachers and learners about the current level of understanding and skill acquisition during
the actual teaching phase, providing guidance and feedback for subsequent teaching.
7. Clear and meaningful educational standards are essential to ensure accurate measurement of
progress and achievement and allow for international benchmarking and comparability. Clear standards
are necessary for defining learning expectations, measuring progress, setting targets, comparing performance
and certifying attainment. They are also critical to help teachers understand learners’ strengths and weaknesses
and to help learners understand their own learning progression. Assessment of specific and transparent
educational standards enables the benchmarking of learner achievement on a local (school), national and
international scale.
8. Teachers are the most powerful influence on student learning. Reflective practice supported by
professional development is an essential and continuous part of a teacher’s life. Curriculum is intertwined with
pedagogy and effective teaching practice is a necessary condition for effective curriculum implementation.
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Teachers make the curriculum real by translating learning and assessment objectives, syllabus aims, subject
content and school policy into meaningful learning experiences. The learner attributes apply to both teachers
and learners, as teachers are required to exemplify the processes and practices expected of learners.
9. The pedagogy required to optimize learning using curricula requires that the active engagement of
the learner. Good teaching practice is not something that can be easily prescribed, and there are important
cultural and local influences that will help to define what ‘good’ means. One universal principle fundamental to
all effective approaches is that the learner must be actively engaged in their own learning. Knowledge and
understanding cannot be transmitted from the teacher to the learner. The learner’s existing mental models must
be challenged and extended. Teachers have to constantly listen to the voice of the learner, both in the classroom
and in the work they produce, and engage with it to support learning and understanding. This process helps
learners become independent, as they start to model the teacher’s approach. Active learning requires teachers to
lead learning, not just be facilitators of learning. This involves constantly monitoring the impact of their
instructional approaches and adjusting what they do based on feedback. They need to build meaningful links in
learners’ minds between prior and newly acquired knowledge and understanding, while providing appropriate
challenge.
10. Strong leadership is a necessary condition for sustained school improvement and curriculum
development. School leaders contribute in a variety of ways to the design and successful implementation of the
school curriculum. Schools are a complex web of interdependent parts, and responsibilities of school leadership
include getting the best out of both individuals and the system, and developing the system to better achieve the
school’s mission.
11. Curriculum development involves an ongoing process of evidence gathering and evaluation. Schools
are in a constant state of development, evolving as they respond to changing internal needs and externally
imposed requirements. Conducting regular reviews of the school curriculum, and the effectiveness of its
implementation and delivery, should be a priority. School leaders and teachers need to be concerned with
measuring the impact of the curriculum. Is it actually delivering what it intends? How do we know? What are
the perceptions of students? Such reviews are fundamental elements of the annual school management cycle – a
process of goal setting, monitoring, evidence collecting and evaluation leading to affirmation or refinement of
the school’s strategic plan.
12. The curriculum needs to ensure all learners fulfil their potential. Effective schools can be defined as
those that successfully progress the learning and development of all of their students, regardless of intake
characteristics, beyond the normal development curve. Schools support all learners to fulfil their potential and
overcome any barriers to learning they encounter.

https://www.cambridgeinternational.org/Images/271332-curriculum-planning-
an-overview.pdf
Among the principles that are fundamental to successful curriculum design and implementation, what do you
think are most essential? Choose at least 3 principles and explain why?
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WEEK 9: CURRICULUM PROCESS AND
DEVELOPMENT
4.1 Objective 1
Learn what is curriculum.
Exercise 1/ Activity 1
Direction: Read carefully the article below and complete the sentence based on what you understand.

PHASES AND STEPS IN CURRICULUM DEVELOPMENT

The four essential phases of the curriculum development process are: (I) Planning, (II) Content and Methods,
(III) Implementation, and (IV) Evaluation and Reporting.

Each phase has several steps or tasks to complete in logical sequence. These steps are not always separate and
distinct, but may overlap and occur concurrently. For example, the curriculum development team is involved in
all of the steps. Evaluations should occur in most of the steps to assess progress. The team learns what works
and what does not and determines the impact of the curriculum on learners after it is imple•mented. Each step
logically follows the previous. It would make no sense to design learning activities before learner outcomes and
content are described and identified. Similarly, content cannot be determined before learner outcomes are
described.

In the experience of the author, and confirmed by other curriculum specialists, the following curriculum
development steps are frequently omitted or slighted. These steps are essential to successful curriculum
development and need to be emphasized.
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Two types of evaluation are included in the Phases and Steps illustration: (1) Formative provides feedback
during the process of developing the curriculum, and (2) Summative answers questions about changes (impact)
that have occurred in learners because of their learning experiences. Summative evaluation provides evidence
for what works, what does not work, and what needs to be improved.

In every step of the curriculum development process, the most important task is to keep the learner (in this case,
youth) in mind and involve them in process. For example, the curriculum team members, who have direct
knowledge of the target audience, should be involved in

con•ducting the needs assessment. From the needs assessment process, the problem areas are iden•tified, gaps
between what youth know and what they need to know are identified, and the scope of the problem is clarified
and defined. The results may prompt decision makers to allocate resources for a curriculum development team
to prepare curriculum materials.

http://www.fao.org/3/ah650e/AH650E03.htm

I learned that curriculum development process pertains to_________________________________

4.1 Objective 2
Identify what comprises curriculum planning

Exercise 2/ Activity 2
Direction: Read the paragraph and complete the sentence that follows:
FOUR ESSENTIAL PHASES OF THE CURRICULUM DEVELOPMENT

PHASE I: PLANNING
The planning phase lays the foundation for all of the curriculum development steps. The steps in this phase
include:

(1) Identify Issue/Problem/Need

(2) Form Curriculum Development Team
(3) Conduct Needs Assessment and Analysis
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(1) Identify Issue/Problem/Need
The need for curriculum development usually emerges from a concern about a major issue or problem of one or
more target audience. This section explores some of the questions that need to be addressed to define the issue
and to develop a statement that will guide the selection of the members of a curriculum development team. The
issue statement also serves to broadly identify, the scope (what will be included) of the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of the curriculum development
team can be selected. Topics covered in this section include: (1) the roles and functions of team members, (2) a
process for selecting members of the curriculum development team, and (3) principles of collaboration and
teamwork. The goal is to obtain expertise for the areas included in the scope of the curriculum content among
the team members and develop an effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the needs assessment process. The first is procedures for conducting a needs
assessment. A number of techniques are aimed toward learning what is needed and by whom relative to the
identified issue. Techniques covered in this section include: KAP - Knowledge, Attitude, and Practice Survey;
focus groups; and environmental scanning.

Analysis, the second part of this needs assessment step, describes techniques on how to use the data and the
results of the information gathered. Included are: ways to identify gaps between knowledge and practice; trends
emerging from the data; a process to prioritize needs; and identification of the characteristics of the target
audience.
"As the twig is bent, so grows the tree" PHASE II: CONTENT AND METHODS
Phase II determines intended outcomes (what learners will be able to do after participation
in curriculum activities), the content (what will be taught), and the methods (how it will be taught). Steps
include:

(4) State Intended Outcomes

(5) Select Content
(6) Design Experiential Methods

(4) State Intended Outcomes

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Once the issue is defined, the curriculum team is formed, the needs assessed, analyzed and prioritized, the next
step is to refine and restate the issue, if needed, and develop the intended outcomes or educational objectives.
An intended outcome states what the learner will be able to do as a result of participating in the curriculum
activities.

This section includes: (1) a definition of intended outcomes, (2) the components of intended outcomes
(condition, performance, and standards), (3) examples of intended outcomes, and
(4) an overview of learning behaviors. A more complete explanation of the types and levels of learning
behaviours is included in the Addendum as well as intended outcome examples from FAO population education
materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that will make a real difference
in the lives of the learner and ultimately society as a whole. At this point, the primary questions are: "If the
intended outcome is to be attained, what will the learner need to know? What knowledge, skills, attitudes, and
behaviours will need to be acquired and practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the sequence (order) of the content are
also discussed. Intended outcomes of population education with content topics is provided in the Addendum
section as an example and application of how intended outcomes are linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning experiences) to help the learner
achieve appropriate intended outcomes. An experiential learning model and it's components (i.e., experience,
share, process, generalize, and apply) are discussed in this section.

PHASE III:IMPLEMENTATION

(7) Produce Curriculum Product

(8) Test and Revise Curriculum
(9) Recruit and Train Facilitators
(10) Implement Curriculum
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(7) Produce Curriculum Product
Once the content and experiential methods have been agreed upon, the actual production of curriculum
materials begins. This section includes: 1) suggestions for finding and evaluating existing materials; 2)
evaluation criteria; and 3) suggestions for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative evaluation of curriculum materials
during the production phase. A sample evaluation form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training is not provided for facilitators to
implement it. Suggestions for recruiting appropriate facilitators are provided with a sample three-day training
program.

(10) Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to occur without planning.
Strategies to promote and use the curriculum are discussed in this step.

PHASE IV: EVALUATION AND REPORTING

(11) Design Evaluation Strategies
(12) Reporting and Securing Resources

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a specific step. Two types of evaluation,
formative and summative, are used during curriculum development. Formative evaluations are used during the
needs assessment, product development, and testing steps. Summative evaluations are undertaken to measure
and report on the outcomes of the curriculum. This step reviews evaluation strategies and suggests simple
procedures to produce valid and reliable information. A series of questions are posed to guide the summative
evaluation process and a sample evaluation format is suggested.

(12) Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the results into the hands of
people who can use them). In this step, suggestions for what and how to report to key shareholders, especially
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funding and policy decision makers, are provided and a brief discussion on how to secure resources for
additional programming.

http://www.fao.org/3/ah650e/AH650E03.htm

Design a framework illustrating the relationship of four phase of Curriculum development process.

4.2 Objective 3
Reflect on the different principles fundamental to successful curriculum design and implementation.

Exercise 3/ Activity 3
Direction: Study the illustration below and answer the following question:

http://www.fao.org/3/ah650e/AH650E03.htm

On the illustration above, how will you explain the relationship of curriculum development on planning, content
and method, evaluation, implementation and youth?

WEEK 10: COURSES, PROGRAM OF STUDIES AND

PROSPECTUS
Core course of study refers to a series or selection of courses that all students are required to complete before
they can move on to the next level in their education or earn a diploma. In high schools, a core course of study
will typically include specified classes in the four “core” subject areas—English language arts, math, science,
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and social studies—during each of the four standard years of high school. Since elementary and middle schools
generally offer students a predetermined academic program with fewer optional courses, the term core course of
study nearly always refers to requirements in high school programs.
In some schools, the core course of study may also entail additional credit requirements in specified subject
areas, such as the arts, computer science, health, physical education, and world languages, but not all schools
may define their core courses of study in this way. A core course of study typically does not include electives—
optional courses that students choose to take and that may or may not satisfy credit requirements for graduation.
The general educational purpose of a core course of study is to ensure that all students take and complete
courses that are considered to be academically and culturally essential—i.e., the courses that teach students the
foundational knowledge and skills they will need in college, careers, and adult life. Yet depending on the
structure of the academic program in a particular school, the core course of study may be different for some
students. For example, some schools offer distinct academic programs in parallel with their regular academic
programs—such as International Baccalaureate or theme based academies, among many other possible options
—and students enrolled in these programs will likely have to satisfy different requirements to complete the
program or earn a diploma.
Credits are awarded when students complete a course with a passing grade. Therefore, increasing subject-area
credit requirements effectively increases course requirements. This is why states may attempt to influence the
quality or effectiveness of academic programs by modifying state mandated credit requirements: schools may
offer a wide variety of math courses and academic tracks, but they all offer courses in the subject area of math.
Still, there is a nuanced distinction between core academic courses and credit requirements: some history
courses, for example, may be elective in a school while others are considered part of the core course of study.
To complete the core course of study and satisfy a school’s graduation requirements, then, students will need to
pass the required history courses, not just earn a specified number of history credits.

I learned that course pertains to

4.2 Objective 2
Identify what is program of study.

Exercise 2/ Activity 2
Direction: Read the paragraph and complete the sentence that follows:
Program of study or "plan of study" means planning a sequence of academic, career and technical, or other
elective courses that (i) incorporate secondary education and post secondary education elements; (ii) include
coherent and rigorous content aligned with challenging academic standards and relevant career and technical
content in a coordinated, non-duplicative progression of courses that align secondary education with post
secondary education to adequately prepare students to succeed in post secondary education; (iii) may include
opportunity for secondary students to participate in dual or concurrent enrollment programs or other ways to
acquire post secondary education credits; and (iv) lead to an industry-recognized credential, license, or
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certificate or an associate degree at the secondary or post secondary level or a baccalaureate or higher degree at
the post secondary level.
Design a framework illustrating the relationship of four phase of Curriculum development process.

4.3 Objective 3
Identify what is prospectus.

Exercise 3/ Activity 3
Direction: Read the paragraph below and answer the following question:

A prospectus for colleges or schools is a document sent to potential (prospective) applicants to attract them for
admissions. It normally includes information on the organization and the courses available, including advice on
how to apply and the advantages of accepting a position. For each course or group of courses that they offer,
several universities have an individual prospectus. Most universities are split into an Undergraduate Prospectus
and a Postgraduate Prospectus, with both online and paper versions of their prospectus. An application form can
be submitted if requested. Typically, the prospectus includes information on the individual classes, the staff
(professors), prominent alumni, the campus, special facilities (such as music school performance halls or drama
school acting stages), how to get in touch with the university and how to get to the university. Some colleges
also have an audio recording of their prospectus for the sight-impaired being read aloud on CD.

On the above above, how will you explain importance of prospectus in the curriculum and in school in general?