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PROF.

ED
2
JUNE REBANGCOS RAÑOLA, LPT
Instructor
H OW M U C H
DO W E K NO W
ABO UT
CU RRI C U LU M ?
?
TH E N, W H AT
IS
CU RRI C U LU M ?
?
• The comprehensive multitude of learning experiences
provided by school to its students. 
• Is a total guided learning experiences designed to
facilitate learners learning for establishing quality
relationship between what is learnt and what
operates outside the school. Development is a
process of achieving both quantitative and qualitative
increase of somebody or something or an event
thereby constituting a new stage in a changing
situation. 
• The combination of different training courses
arranged in a sequence.
INTRODUCTION:
• Building and enhancing new literacies across the
curriculum is a new challenge in the classroom
instruction. It builds new concepts in education
liberalizing ever changing needs of time, space
and circumstances. Critical and reflective
teaching learning environment is the forerunner
of intervention across curriculum. It enhances
new literacies in the field of (a) globalization and
multi-cultural; (b) social; (c) media; (d) financial;
(e) cyber /digital; (f) ecology/environment; (g) arts
INTRODUCTION:
• Building and enhancing new literacies across the
curriculum need verticalization, horizontalization
landscaping the “cognito” on orientation (experience)
and discipline (formal learning) in a knowledge
construction. The same as we build the physical and
material building, we need to have the architectural
design as a roadmap on the program of work and the
landscape on the structural foundation. All necessary
needed physical and human resources to be in place
to assure quality enhancement. Quality services are
CURRICULUM:
• Curriculum plays an important role in the ‘playing’
field of the teacher/teaching course. Curriculum is
the “planned interaction” of pupils/learner/student
with instructional content, materials, resources, and
processes for evaluating the attainment/program of
studies/course of educational objectives. The word
curriculum is derived from the Latin word 'currier'
which means 'run' and signifies 'run-away' or course
which one runs to reach a goal. Curriculum mean all
the learning which is planned or guided by the
CURRICULUM:
• Reiterating further, curriculum is the “planned
interaction.” It is the learning plan taught by the
school of a certain field of specialization. There
are mandated subjects governed, supervised and
managed by the Commission on Higher Education
(CHED) as required and added to the subjects
required to meet the VMGs (Vision, Mission and
Goals) of the school. That is the reason school
differs in their offering of the courses because it
matters on the approved curriculum applied by
NATURE,
CONCEPT AND
ORIGIN
( V I S I O N , M I SS I O N & G OA L S -
VMGS)
• In the context of their nature, concept and origin,
teacher provides a platform to student to acquire
the required tacit knowledge, skills, potentiality,
ability, talents and develop positive attitude,
values and beliefs. This can be done with the help
of a planned interaction – the curriculum. The
“curriculum” is a conceptual framework (abstract)
that an individual learner “walkway” of their
training field which both the school, teacher and
student meet together using their common
Vision, Mission and Goals (VMGs) to reach-out the
VISION:
• A clear statement of what the institution
would like to become in the near future.
• Provides the focal point or unifying element
according to which the school staff, faculty
and students perform individually or
collectively.
• Guiding post in which all educational efforts
including curricula should be directed.
THE DEPED VISION:
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
MISSION:
•Spells how it intends to carry out
its vision.
•TARGET: To produce the kind of
persons the students will become
after having been educated over
a certain period of time.
THE DEPED MISSION:
• To protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.
Teachers facilitate learning and constantly nurture
every learner.
Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen.
GOALS:
•Educational goals
•Sources: the learners, the
society and the fund of
knowledge
EXAMPLE OF A GOAL:
•Build a strong foundation of
skills and concepts.
•Efficient and effective
administration responsive to
the needs of the university
OBJECTIVES:
• Benjamin Bloom and Robert Mager defined
educational objectives in two ways:
1. Explicit formulation of the ways in which
students are expected to be changed by the
educative process and
2. Intent communicated by statement
describing a proposed change in learners.
The change happens following the three domain
objectives. (Cognitive, Affective and
LONG
QUIZ
TEST I:
IDENTIFICATION
1. It plays an important role in the ‘playing’ field of
the teacher/teaching course.
2. Curriculum is often referred as a ___________
___________ because it is the learning plan taught by
the school of a certain field of specialization.
3-5. The word curriculum is derived from the Latin
word _______ which means _____ and signifies
_________.
6. It is an institution that mandates subject and
governs the implementation of curriculum in
TEST I:
IDENTIFICATION
7. It may be viewed as the content, standards, or
objectives for which an institution hold the learners
accountable.
8. This is the person held accountable for the
implementation of the curricula.
9. It may be viewed as a concise statement or
table of the heads of discourse.
10. Its focus is on the content of the curriculum.
11. Here, learning is very compartmentalized.
TEST I:
IDENTIFICATION
12. This aspect avoids the
compartmentalization of subjects in the
curriculum.
13. In this aspect, we correlate subjects but
they must still maintain their nature or
specialization.
14. It integrates the contents which are
related to each other.
15. It gives the avenue for in-depth areas of
TEST II: TRUE OR
FALSE
16. Subject-centered Curriculum focuses on
traditional areas in the traditional disciplines.
17. Curriculum can be a flexible document.
18. A curriculum should only give a guideline
for planning.
19. Syllabus is an abstract document.
20. A syllabus should be drawn up the
instructor or those involved indirectly in the
teaching.
TEST II: TRUE OR
FALSE
21. The goal of teaching students to be critical
consumers of information.
22. In crafting a subject-centered curriculum, we
must first identify subjects to exclude.
23. A subject-centered curriculum takes into
account for learner interest, experiences and
tendencies.
24. There must be a link between subject to lessen
fragmentation.
25. Integrate the contents which are related to each
TEST III:
ENUMERATION
26-28: Types of curriculum
frameworks.
29-32: Examples of subject-centered
curriculum.
33-35: What are the three concepts
that must be cleared out before
TEST IV: ESSAY
36-40: Differentiate
curriculum and syllabus.

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