Republic of the Philippines

BATANGAS STATE UNIVERSITY JPLPC-Malvar

Malvar, Batangas
Tel. Nos.: (043) 778-2170/ (043) 406-0830 loc. 124
Website Address: http://www.batstate-u.edu.ph

COLLEGE OF TEACHER EDUCATION

Physical Education Program

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the
challenges of 21st century.

UNIVERSITY MISSION
Batangas State University is committed to the holistic development of productive citizens
by providing a conducive learning environment for the generation, dissemination and
utilization of knowledge through innovative education, multidisciplinary research
collaborations, and community partnerships that would nurture the spirit of nationhood
and help fuel national economy for sustainable development.

COURSE CODE: Ed 108

COURSE TITLE: THE TEACHER AND THE SCHOOL
CURRICULUM
COURSE PREREQUISITE: NONE
CREDIT UNIT: 3 UNITS
ACADEMIC YEAR: 2019 – 2020
REFERENCE CMO: CMO No. 20, s. 2013, CMO No. 8, s. 2017 and
CMO No. 4, s.2018

PROGRAM EDUCATIONAL OBJECTIVES

The BPE program aims to produce secondary teachers who have the ability to:
1. demonstrate comprehensive and up-to-date knowledge in a specific field of
specialization in the secondary education curriculum by engaging in scholarly and
research activities, and by maximizing opportunities for lifelong learning;
2. provide meaningful learning experiences to secondary students by using emerging
educational technologies for quality and effective teaching, and by creating an
environment that encourages positive social interaction, active engagement, and
self-motivation;
3. demonstrate competence in teaching and testing through the design, adoption and
utilization of teaching methods, instructional materials, and assessment tools that
are appropriate to the cognitive, affective and psychomotor development of
secondary learners;
4. observe the professional code of ethics for teachers and internalize the importance
of continuous professional development, as well as the need to work cooperatively
and harmoniously with all members of the academic community; and
5. establish sustainable partnership and linkages with the professional community and
provide assistance to the underserved, depressed, illiterate and less skilled members
of society through extension activities and community service.

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PHILOSOPHY OF THE COURSE
This course includes the historical, sociological, philosophical, and psychological
examination of school curriculum, theories, trends and curriculum structure. Further, this
will also prepare the students to make decisions about best practices concerning teaching
and learning process that should be implemented in the classroom. This course also
explores researched based methods for implementing instruction based upon the work of
theorists that have presented pedagogy according to strategies and methodologies proven
to be effective.

AUDIENCE
This 3-unit course is intended for second year undergraduate students of Batangas State
University under the BPE Program.

STUDENT OUTCOMES
Graduates of the BPE program are expected to:
a. apply scientific and evidence-based practices critical to the educational
and learning processes;
b. demonstrate skillful performance in a variety of physical activities; 
c. adapt performance to variety of physical activity settings: (e.g. formal

classes, recreational, and competitive);
d. critically examine the curriculum (e.g. content, pedagogy and
assessments) and program, and enhance (e.g. innovative) them 
necessarily;
e. plan and implement safe and effective physical activity programs to
address the needs of individual and groups in school and/or non-school 
settings;
f. monitor and evaluate physical activity programs in school and/or non-

school settings;
g. use appropriate assessments in, as and for student or client learning; 
h. use information, media and technology in pedagogy and for lifelong

learning;
i. demonstrate firm work/professional ethics;
j. cultivate solidarity by working and dealing with/relating to others
harmoniously;
k. promote the advancement of the profession by making sense of and
getting involved in current discourse that impact on the profession;
l. pursue lifelong learning for personal and professional development;
m. communicate effectively with PE practitioners, other professionals and

stakeholders; and
n. use oral, written, and technology formats deftly. 

INTENDED LEARNING OUTCOMES

By the end of the course, students will be able to:
ILO 1. Demonstrate knowledge of the relationship between educational theory and
practice while planning instruction according to subject matter and
curriculum and community goals;
ILO 2. Identify learning needs according to academic and developmental standards;
ILO 3. Examine current curriculum theories, issues and trends as they relate to
content, curriculum design and development;
ILO 4. Examine instructional designs and plans that are adapted to diverse learners;
ILO 5. Develop learning objectives, instructional strategies, assessment tools and a
lesson plan unit according to academic and developmental standards.

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MAPPING OF INTENDED LEARNING OUTCOMES TO STUDENT
OUTCOMES
Intended Learning Outcome Applicable Student Outcomes
a c d e f g h
ILO 1  
ILO 2 
ILO 3 
ILO 4   
ILO 5   

MAPPING OF SPECIFIC OBJECTIVES TO INTENDED LEARNING

OUTCOMES
Intended Learning Outcomes
Topics ILO ILO ILO ILO ILO
1 2 3 4 5
Understanding the Curriculum
 Define curriculum and its components 
 Discuss the different foundations of

curriculum development
 Explain the purpose of curriculum 
Curriculum Planning
 Discuss the sources, influences, factors
and forces influencing Curriculum 
Development
 Enumerate Internal and external forces

influencing Curriculum Development
Curriculum Design and Models
 Describe curriculum design models 
 Discuss various dimensions and principles
 
of curriculum design
 Explain the approaches to curriculum

design
Developing, Implementing, and Evaluating the Curriculum
 Describe the role of the teacher as
curriculum developer, implementer, 
manager and evaluator
 Discuss the fundamentals and approaches
to Developing, Implementing, and 
Evaluating the Curriculum
Curriculum Innovation
 Discuss curriculum development reforms

and enhancement
 Explain the role of innovation to

curriculum
The Curriculum in Action: The Teacher as Curriculum Leaders
 Describe the key roles of Teachers as

Leaders in Curriculum Process
 Discuss the role of teachers in Selecting
Textbooks and Other Instructional 
Materials
 Explain why Teachers are Curriculum

Leaders

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TEACHING, LEARNING AND ASSESSMENT STRATEGIES
Teaching and Learning Strategies
This course will be taught through a combination of lecture, discussion, reporting, video
presentation, group discussion, situational analysis and other related strategies as applied
to specific topic.

Assessment Strategies
Students will be assessed using any or combination of the rubrics, paper and pencil tests,
reaction paper, and oral presentation.

COURSE REQUIREMENTS
Class Engagement
Students are expected to actively participate in the various activities prepared by the instructor.
To be part of the learning community, students are required to accomplish various tasks required
in the course while adhering to the set standards prescribed by the instructors.
(Students are encouraged to consult their instructor in the set schedule regarding their
academic affairs and experiences while in the college.)

Class Portfolio. This is a compilation of the different outputs in the class ranging from
worksheets to rubrics used in the various activities required in the course. The students should
comply with these requirements and submit them on time or ahead of time as set by the instructor.
The class portfolio will be composed of the following:
a. Pictorial Narrative on the Different Roles of Teachers in Curriculum
Implementation
b. Analysis of the K-12 Basic Education Curriculum and Daily Lesson Plans
c. Flowchart of Curriculum Development Process

Quizzes and Major Examinations

There will be four major examinations to be administered on the date set by the
department otherwise specified. These will evaluate students’ knowledge on the topics
covered in the class. Make-up tests will only be given to a student having a valid reason
for not taking the examination on the prescribed date. The instructor has the right to
disapprove any explanations for absences presented without prior notice and to void
opportunity for a make-up test.

Teaching and Learning (TL) Plan

TL Plan creates a more engaging learning environment in which students are aware that
they are responsible for what they learn. This will be the final examination of the
students.

COURSE POLICIES
Grading System
The work of students shall be graded at the end of each term in accordance with the
following system:
Numerical Grade Percentage Equivalent Description
1.00 98-100 Excellent
1.25 94-97 Superior
1.50 90-93 Very Good
1.75 88-89 Good
2.00 85-87 Meritorious
2.25 83-84 Very Satisfactory
2.50 80-82 Satisfactory
2.75 78-79 Fairly Satisfactory
3.00 75-77 Passing

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 5.00 Below 75 Failure
Inc. *Incomplete
Drp Dropped

Students who will get a grade of 70-74 must be given a removal examination. A grade of
“3.0’ will be given to those who will pass the removal examination and those who will
fail will be given a grade of “5.0”.

*A grade of “Incomplete” must be complied with by the student within one (1) semester
or one hundred fifty (150) days. A student who fails to complete the
deficiency/deficiencies at the end of the succeeding semester shall automatically obtain a
grade of 5.0 in the course.

Major Examinations (Prelims, Midterms, Semi-Finals, Finals) 80%

Class Standing 20%
Attendance 5%
Quizzes 5%
Class Engagement 5%
Porfolio 5%
_______
TOTAL 100%

Attendance
Prompt and regular attendance of students is required. Total unexcused absences shall not
exceed ten (10) percent of the maximum number of hours required per course per
semester (or per summer term). A semester has 18 weeks. For example, a semestral
subject with:
 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
 3 units (2 hrs lec, 3 hrs lab), 10% x 5 x 18 = 9 hrs.
 5 units (3 hrs lec, 6 hrs lab), 10% x 9 x 18 = 16.2 hrs or 16 hrs.

Please refer to the provisions in the Norms of Conduct for the full text of guidelines for
the attendance.

Missed Exams
Make up tests will only be given to a student having a valid reason for not taking the
examination on the prescribed date. This will be possible if one can present suitable
documents justifying the absence in the time of the examination. The instructor or the
university reserves the right to disapprove any explanations for absences presented
without prior notice and to void opportunity for a make-up test.

Academic Misconduct
Academic dishonesty includes acts such as cheating during examinations or plagiarism in
connection with any academic work. Such acts are considered major offenses and will be
dealt with according to the University’s Student Norms of Conduct.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at
the Registrar’s Office before the midterm examination. Students who officially drop out
of class shall be marked “Dropped” whether he took the preliminary examination or not

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and irrespective of their preliminary grades. A student who unofficially drops out of class
shall be given a mark of “5.0” by the instructor.

ACADEMIC INFRASTRUCTURE
Textbook:
T1: Bilbao, Purita B. et. al. (2014). Curriculum Development for Teachers. Manila:
Lorimar Publishing Inc., Manila, Philippines.
T2: Pawilen, Greg T. (2019). The Teacher and the School Curriculum. A Guide to
Curriculum Development Practice. Rex BookStore, Manila, Philippines.

References:
R1: Bilbao, Purita B. et. al. (2008). Curriculum Development. Manila: Lorimar
Publishing Inc., Manila, Philippines.
R2: Parkay, Forrest W. (2014). Curriculum Leadership. Readings for Developing Quality
Educational Programs. Pearson Education Inc., United States of America.

TENTATIVE COURSE OUTLINE/CALENDAR

The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances such
as scheduling problems, affairs and official functions for the university, or presence of
other resources which he deems essential for the class. Such adjustments should be made
for the benefit of the students.
Teaching
and Assessment Assessment
Week Specific Topic/s References
Learning Tasks Tools
Activities
Orientation and
Discussion of Course
Syllabus
A. UNDERSTANDING
THE
CURRICULUM
Concept, Nature and
Purposes of Curriculum
Elements and Lecture and
Components of Paper and
1 Interactive Quizzes
Pencil Test
Curriculum Discussion T1; T2;R2
Types of Curriculum
Operating in Schools
Foundations/Bases of
Curriculum
 Philosophical Bases
 Psychological Bases
 Sociological Bases
 Economic Bases

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 II. CURRICULUM
PLANNING
Sources and Influences
Factors and Forces
Influencing Curriculum
Development
 Internal forces:
Teacher, Pupil, Lecture and
Paper and
2-3 School Environment Interactive Quizzes
Pencil Test
etc. Discussion T1; T2
 External forces:
Contemporary Life,
Technology,
knowledge, Ideology,
Economics, Pressure
groups, Legal
constraints
III. CURRICULUM
DESIGN AND
MODELS
 Curriculum Design
Lecture and Quizzes Paper and
Models
4 Interactive Flowchart- Pencil Test
 Dimensions and Discussion making Rubrics T1; R2
Principles of
Curriculum Design
 Approaches to
Curriculum Design
5 PRELIMINARY EXAMINATION
IV. DEVELOPING,
IMPLEMENTING,
AND EVALUATING
THE CURRICULUM
 Fundamentals and
Approaches to
Curriculum
Development Paper and
Lecture and Quizzes
Pencil Test
6-7 The Teacher as Interactive Pictorial
Rubrics T2
Implementer and Discussion Narrative
Manager
 Designed Curriculum
 Curriculum Daily in
the Classrooms
 Technology in
Delivering
Curriculum
The Teacher as a
Curriculum Evaluator
 What, Why and How
to Evaluate a
Curriculum Lecture and Quizzes Paper and
T1;T2
8  Evaluation through Interactive Pictorial Pencil Test
Learning Assessment Discussion Narrative Rubrics
 Understanding the
Connection
 Tools to Assess
Curriculum

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 9 MIDTERM EXAMINATION
V. CURRICULUM
INNOVATION
Curriculum Development
Reforms and
Enhancement
 Standard-based Lecture and
Analysis
10-11 Curriculum Interactive Rubrics
Paper T1;T2
 Multicultural Discussion
Curriculum
 Indigenous
Curriculum
 Brain-based
Education
 Gifted Education
Curriculum
 Differentiated
Curriculum
Lecture and
 Technology Analysis
12 Interactive Rubrics T1;T2
Integration Paper
Discussion
 Outcomes-based
Education
 Transition
Curriculum
13 SEMI-FINAL EXAMINATION
VI. THE
CURRICULUM IN
ACTION: THE
TEACHER AS Interactive
Discussion Developing
14-15 CURRICULUM Rubrics T1; T2
Oral TLP
LEADERS Presentation
 Key Roles of Teachers
as Leaders in
Curriculum Process
 Exercising Curriculum
Leadership in Selecting Interactive
Textbooks and Other Discussion Developing
16-17 Rubrics T1; T2; R2
Instructional Materials Oral TLP
 Developing Teachers Presentation
as Curriculum Leaders
18 Project –Making/Submission of Portfolio
FINAL EXAMINATION

Prepared by: Reviewed by:

GENALYN P. LUALHATI, D.E.M. TEEJAY D. PANGANIBAN, D.E.M.

Instructor III Program Chairperson, BPE
Date Signed: Date Signed:

Approved by:

AMADO C. GEQUINTO, Ph.D.

Dean of Colleges
Date Signed:

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