CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

NO. QUESTION ANSWER & RATIONALITY KEY LEARNING

AREAS
01 Mr. De Mesa wants a curriculum that gears towards the Answer: D
holistic development of an individual. He insists on Subject-Centered Curriculum
implementing a subject – centered curriculum because he  The 7 liberal arts comprised the curriculum Three Major
believes that the subjects in this type of curriculum develop  Central task: mastery of the subject matter, the amount to be covered of which Types of
the entirely of an individual. Is his belief about the subject- follows a set of standards and well-organized context Curriculum
centered curriculum true? Why?  Learning sequences in a step-by-step pattern
 Emphasis on well-organized subject by lecture
A. Yes, because the subject-centered curriculum focuses on  Textbook is the primary instructional tool
the learners’ needs, interests and abilities.  Subject contains fragmented, unique body content, different from other
B. Yes, because the subject-centered curriculum involves subject/disciplines
cooperative control.  Teacher with full control
C. No, because it is the experience centered curriculum that  Emphasis on teaching facts and knowledge for future use; Questions focus on
emphasizes the teaching of facts and knowledge for future “What” rather than “why” or “how”
use.  With well-defined, pre-defined scope and sequence
D. No, because it is the experience centered curriculum and  Habits and skills taught as separate aspects of learning
not the subject-centered curriculum that emphasizes  Emphasis on conformity to patterns set by the curriculum
innovation of habits and skills in learning the knowledge  Emphasis on improving teaching of subject matter and on uniformity of
component of a subject area. exposures
 No interrelations between subject areas
 Parts separated and distinct
 Structures developed by external authority
 Lacks consideration for the learner’s capacity for growth
 Low level of cooperative interaction
 Closure activities mean cessation of movement
02 Which of the following statements about the concepts of Answer: B
curriculum is NOT quite acceptable?  The learning experiences and intended outcomes formulated through systematic
reconstruction of knowledge and experiences, under the auspices of the school Definition/
A. It refers to all the experiences that both the school and for the learner’s continuous and willful growth in personal-social competence; Description of
teacher provide the students with. the cumulative tradition of organized knowledge (Tanner, D. and Tanner L.) Curriculum
B. It is the set of acquired knowledge, habits and skills.  A plan of learning (Taba, H.); a course of study on a specific topic; includes all the
C. It consists of everything that goes within the school. learning experiences of students a s planned and directed by the school to attain
D. It is planned action for instruction. its educational goals (Tyler) or for which the school assumes responsibilities
(Popham and Baker)
 That which is taught in school; set of subjects, materials and performance
objectives, everything that goes on within the school, including extra-class
activities, guidance and interpersonal relationships in the school (Oliva)

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

 A structured set of intended learning outcomes that come in the form of

knowledge, skills and values; affected by important factors of program
philosophy, goals, objectives and evaluation.
03 Two of the following choices are NOT considered as social Answer: C and D
04 forces that affect the school and the curriculum. Which are Option C and D are the correct choices since C is focused more on the intellectual
these? development and D, on psychological make-up of the learners. Options A and B are Sociological and
not the correct choices because they are social realities Cultural
A. Multicultural concerns  Society and culture relate to curriculum in the sense that they are part of the Foundations of
B. Changes in gender roles bases and sources of many curriculum matters and decisions. Whatever changes Curriculum
C. Nature of knowledge there are in them, education in general and curriculum I particular are affected
D. Learner’s characteristics  The societal changes/ forces affect the school, and hence, the curriculum; these
forces include:
 Cultural tradition – may become a stumbling block to progress, especially
because school stakeholders are part of the community-at-large
 Textbooks – determine to a large extent the curriculum because of its
availability, organized structure and easy bases for test construction
 Laws – affect curriculum in terms of funding, policies and programs
 Moral values – are reflected in the curriculum especially because of socio-
cultural bases
 Research
 Multicultural concerns may be a basis for curriculum
 Poverty changes / improvement, upon which
 Family Changes curriculum should be based
 Technology
 Changes in Gender Roles
05 Every curriculum has this dimension. This both unplanned Answer: D
and implicit but its instructional effects are often evident in Hidden Dimension – the unplanned tacit teaching of norms, values, and disposition
the students’ behavior, values, and dispositions. This that goes on simply because of the students’ living and coping with the institutional Dimensions of
dimension is referred to as _________________. and the teachers and administrators’ expectations and routines of schools day-in and Curriculum
day-out for a number of years (Shane): also referred to as the “hidden curriculum”,
A. Societal curriculum C. Institutional curriculum the unintended information, skills, and attitudes communicated to students.
B. Instructional curriculum D. Hidden curriculum Societal curriculum – the farthest from the learners since this is where the public
stakeholders (politicians, special interest groups, administrators, professional
specialist) participate in identifying the goals, the topics to be studied, time to be
spent in teaching/ learning, and materials to aid instruction
Instructional curriculum – refers to how teachers use the curriculum developed in
the societal level and modified in the institutional level, or what authorities have
determined; involves the teachers’ instructional strategies, styles and materials used

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Institutional curriculum – refers to the curriculum derived from the societal level,
with modification by local educators or lay people; often organized according to
subjects and includes topics and themes to be studied; may also include standards,
philosophies, lesson plans, and teaching guides
06 This phase of curriculum development involves decisions, Answer: C
among other things, on grade placement and sequencing of Curriculum Organization –
content. Which phase is this?  Involves the “form” design, pattern, or simply the arrangement of elements of Phases of
curriculum used; based on one dominant source of curriculum content Curriculum
A. Curriculum planning  Includes selection of content/subject matter/competencies/learning activities, Development
B. Curriculum evaluation grade placement, time allotment, and sequence of content/activities
C. Curriculum organization  Answers such questions as 1) what is to be done? 2) What subject matter is to be
D. Curriculum implementation included?; 3) What instructional strategies, resources and activities will be
employed?; and 4) What methods and instruments will be used to appraise the
results of the curriculum?
Curriculum Planning – a process that involves situation analysis, goal setting and
need identification, budget determination, and decision-making regarding
implementation and evaluation details
Curriculum Evaluation – the process of delineating, obtaining, and providing useful
information for judging decision alternatives (PDK, 1971)
 Refers to the formal determination of the quality, effectiveness, or value f a
curriculum (Stufflebeam, 1991)
 Involves values judgment about the curriculum
Curriculum Implementation – a process by which curricula are used in schools; this is
the instructional phase of curriculum development process
 Includes knowing the:
a. Scope and complexity of curricular changes
b. How curriculum content is disseminated
c. Professional development
d. Identification of resources of resources requirement
 Requires planning and managing the major operations that occur in using the
curriculum in the classroom
07 Suppose that in developing a curriculum, your intention is to Answer: B
put a lot of importance in developing the mind and spirit of Idealism – importance of mind and spirit and of developing then in the learner;
the learners. What philosophical belief will help you on this? reality is in the ideas independent of sense and experience Basic
Axiology – values and ethics Philosophical
A. Axiology C. Pragmatism Pragmatism – the world is a world of change; man can know anything within his Systems of
B. Idealism D. Reconstructionism experiences; belief in “learning by doing” Curriculum
Reconstructionism – societal reform needed towards experiencing the good life now

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

and in the future; schools are the chief means for building new social order
08 Harayana, a grade six pupil, remembers that he has had Answer: A
lessons on Philippine history since he was grade four. This is Core curriculum – aims at creating a universal sense of inquiry, discourse, and
because the design of the curriculum implemented in his understanding among learners of different backgrounds Designs and
school is the _________.  Assumes that some content is essential to students; this content would become Patterns of
the core Subject Centered
A. Core curriculum  Stresses integration learning by systemic correlation of subject matter around Curriculum
B. Problem solving curriculum themes drawn from the contemporary problems of living
C. Spiral curriculum  Encourages problem-solving through reflective thinking
D. Open education curriculum  Examines broad areas of concern
 Promotes a common body of learning experiences and knowledge which are
carefully prepared
Problem-Solving Curriculum – Learning-centered; students guided to discover
answers to problems to understand concepts and generalization to master the
discipline
Spiral Curriculum – recognizes that students are not ready to learn certain concepts
until they reach the required level of development and maturity and have the
necessary experiences; some topics treated with corresponding degree of complexity
across levels; provides for widening horizontal organization of scope, integration and
deepening of knowledge (vertical sequence, continuation)
Open Education Curriculum – also called open classroom; built on philosophical ideas
that allows students to be free to discover important knowledge; teachers as major
curriculum developers
Experiential Curriculum
09 Dr. Larry Medina, the provincial hospital director, plans to Answer: C
attend a school board meeting where a new high school Dimensions of
science curriculum will be discussed. Which level curriculum Institutional curriculum – the curriculum adopted and cascaded all throughout the curriculum
is shown in this situation? various levels and departments of an organization or institution
A. Experiential C. Institutional
B. Instructional D. Societal
10 The curriculum used during this period in Philippine history Answer: D
terminated the use of English as a medium of instruction.  Japanese
What period was this? Characteristics – focused on promoting the East Asia co-prosperity sphere education Historical
objective Foundations of
A. American Curricular Focus – Diffusion of elementary education with the promotion of Curriculum
B. Spanish vocational education; Fostering of new Filipino culture based on the orientation that
C. Commonwealth Filipinos are Orientals; Termination of use of English as medium of instruction
D. Japanese  American

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

Characteristics – focused on establishing the public school system, highly influenced

by the philosophy of John Dewey
Curricular Focus - reading, writing, arithmetic, good manners and right conduct,
civics, hygiene and sanitation. Domestic Science, American history, Philippine History;
English as a medium of instruction
 Spanish
Characteristics – focused on the learning of the Christian doctrine
Curricular Focus – parochial schools; study of Doctrina Christiana, arithmetic, music,
arts and trades; vernacular was the medium of instruction
 Commonwealth
Characteristics – focused on the development of moral character, personal discipline,
civic consciousness, and vocational efficiency as provided for in the 1935 constitution
Curricular Focus – tagalong, and later on, Filipino, as another medium of instruction;
Provided for 6-year elementary schools; school age at 7; compulsory attendance in
Grade 1; Introduction of double – single sessions; Teaching of Filipino as a subject
11 Mrs. Demetrio, the principal of Balingasa Elementary School, Answer: D
opted to use the curriculum that involves the integration of Broad Fields – broadening and integration/fusion of several subjects on longer time
Social Studies, Music, Arts and P.E. on longer time blocks. blocks; may integrate through (a) principles or themes; or (b) historical integration of Design and
This shows that the design pattern she prefers is that of the subject (ex. Humanities program) Pattern of
_________curriculum. Correlated subjects – subject in two or more areas are related in content and time: Subject-Centered
may be factual (facts relate subjects). Descriptive (generalization relates subjects): Curriculum
A. Correlated subjects normative (social/moral principles relate subjects), but the subject identities remain
B. Core (ex: vocabulary/spelling words may be based on science or social studies; literature
C. Mastery learning may be corrected with corrected with history of a given era)
D. Broad fields Mastery learning – offers an opportunity for all students to succeed by giving them
all the time they need to master objectives through remediation and formative
evaluation without penalty
12 One popular conception of curriculum is that which aims to Answer: B
provide the learners with the needed skills in this ever- Curriculum as having a social relevance – includes the idea that social reconstruction
changing world. Which conception is this? is needed in the midst of conflicts, poverty and hunger, environmental abuse, racial Curriculum
discrimination, political oppression that prevail in many societies, believes that Conceptions
A. Self actualization learners have to gain skills in living in a changing world.
B. Social response Curriculum as a means to attain Self-Actualization – aims at the development of the
C. Cumulative tradition of organized knowledge learner to the fullest extent by considering their needs, interest, and abilities on
D. Technology which the curriculum content is largely based
Curriculum as a fact – focuses on the process of socialization or the acquisition of
particular knowledge, skills and values which a teachers transmits to students to
prepare them to the adult world; views curriculum as a cumulative tradition of

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

organized knowledge which focuses more on subject matter, whose primary source
of curriculum content is the different academic disciplines; aims at cultivating the
intellect as well as the cognitive achievement
Curriculum focused on technology – seeks to make learning systematic and efficient
13 Mrs. Genuino often makes use of experiential rather than Answer: B
the rote method in teaching: she is, thus, observed to Activity-Based – based on child’s needs but there is no advanced planning; may
provide “custom-made” activities for her pupils. The necessitate special subjects for specialized interests; use of problem-solving method; Experience/
curriculum pattern she apparently follows is that of cooperative planning Learner
_____________: Child-Centered – focuses on normal, “custom-made” activities for children, with no Centered-
advance planning made; use experiential rather than rote learning; research-based, Curriculum
A. Activity based large use of motivation
B. Child centered Process-Oriented – focuses on personal attributes and skills of individual learner in
C. Process oriented ever-widening circles of self, others, and society (working well with others, effective
D. Life-functions-focused leadership, giving and following directions, making judgment, decision making,
planning, etc.); emphasizes development of skills and traits that will sense the
learners for life; with better balance between affective and cognitive consideration
Social Process and Life Functions-Focused – centers around major cultural life activity
of mankind; based on analysis of life activities; relates learners and society; uses
experiential learning and social process approach; structured around the various
aspects of problems and processes of community
14 Which statement about the subject-centered curriculum is Answer: A
NOT true? Subject-Centered Curriculum
 The 7 liberal arts comprised the curriculum Three Major
A. There is a high level of cooperative interaction.  Central task: mastery of the subject matter, the amount to be covered of which Types of
B. It covers much content in a short period of time follows a set of standards and well-organized context Curriculum
C. Teacher has full control of the classroom activities.  Learning sequences in a step-by-step pattern
D. The main task is mastery of learning  Emphasis on well-organized subject by lecture
 Textbook is the primary instructional tool
 Subject contains fragmented, unique body content, different from other
subject/disciplines
 Teacher with full control
 Emphasis on teaching facts and knowledge for future use; Questions focus on
“What” rather than “Why” or “How”
 With well-defined, pre-defined scope and sequence
 Habits and skills taught as separate aspects of learning
 Emphasis on conformity to patterns set by the curriculum
 Emphasis on improving teaching of subject matter and on uniformity of
exposures

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

 No interrelations between subject areas

 Parts separated and distinct
 Structures developed by external authority
 Lacks consideration for the learner’s capacity for growth
 Low level of cooperative interaction
 Closure activities mean cessation of movement
15 The school has the responsibility to develop, among other Answer: C
things, problem solving and abstraction skills. This Vocational Preparation – concerned with the schools’ responsibility of developing
responsibility has something to do with _____________. group-oriented, inquiry focused, problem solving, and abstraction skills among Traditional
learners as they are simultaneously developed to become productive and self-reliant influence of
A. Intellectualism C. Vocational Preparation individuals school in the
B. Technological changes D. Citizenship Intellectualism – intellectual development among the learners is essential to having society in the
an improved/ developed national economy society
Citizenship – the development of citizenship among learners is a big school
responsibility, includes the teaching of cultural heritage and the development of a
desire to protect and improve society, as well as the development of a desirable
values that reflect collaborative, democratic, and nationalistic group efforts
16 During the implementation phase of the curriculum, the Answer: C
following EXCEPT ONE, are factors worth considering for the  A process by which curricular are used in schools; the instructional phase of
effective use of the curriculum in the classroom. Which is the curriculum development process; includes knowing the Phases/Processes
exception? in Curriculum
A. What resources are required a. Scope and complexity of curricular changes Development
B. How curriculum is to be disseminated b. How curriculum content is disseminated
C. How teachers are to be given the necessary knowledge c. Professional development of stakeholders
and skills d. Identification of resources of resources requirement
D. What content items are to be included.
17 For the situational analysis that may be done for curriculum Answer: A and C
18 planning, a teacher or developer must examine TWO of the Curriculum Planning
following things. These are the ________and the ________.  On the micro level (school/classroom level) the factors that need to be analyzed Phase/ Processes
include: in Curriculum
A. Abilities and educational needs of learners.  Pupils: aptitudes, abilities, identified educational needs Development
B. Way by which the curriculum is used  Teachers: values, attitudes, skills, knowledge, experience, special strengths and
C. Changing nature of the subject matter to be taught weaknesses, roles
D. Form of the curriculum  School organization climate and structure: traditions power distribution,
authority relationships, and dealing with other school stakeholder
 Material resources: buildings, plant, equipment and potential for enhancing these
 Perceived and felt problems in existing curriculum
19 If the “what” in teaching refers to curriculum the “how” of it Answer: B

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refers to _______.
A. Strategies B. Instruction C. Learning D. Approaches
20 A curriculum developer decides to effect a curriculum change Answer: A and D
21 instead of curriculum improvement. The most probable  Refers to the basic alteration in the structure and design of learning experience
reason for this is that the results of curriculum evaluation call based on new conceptions, which may be at the school, district, or national level Phase or Process
for an alteration in the _______and in the ____________.  Involves the following tasks: of curriculum
 Identification of a particular need to change; may be based on evaluation results, Development
A. Set of competencies and objectives. or initiative from concerned individuals or groups
B. Teaching strategies to be used  Study of alternative and proposals for change
C. Time allotment of subject areas  Selection of proposed change (either one subject only or in one school only)
D. Sequence of content for a certain year/grade level  Pilot study design (try-out)
 Appraisal of data from pilot study, and the corresponding, necessary
modification, if any
 Continuous study by concerned staff through adequate in-service activities and
help of any consultant
 Decision to adapt, adopt, or reject
 Integration into the school system
22 What refers to the authenticity of the content selected by Answer: D
the curriculum developers? o Criteria for selecting content
 Validity – whether content is authentic and can achieve stated objective Curriculum
A. Feasibility C. Significance  Significance – whether content is fundamental to the subject in question; Organization and
B. Learnability D. Validity whether selected content allows for breath and depth of treatment (flexibility) Design
 Interest – whether content is easily learnable
 Consistency with social realities: whether content represents most useful
orientation
 Integration – brings to a close relationship all concepts, skills, and values
contained in the curriculum
 Utility – whether content is helpful to student in coping with real life
 Scope – breadth of the curriculum at a given time; refers to the range of
important ideas and concepts included
 Continuity and Sequence: involved in the vertical organization of the curriculum;
refers to recurrence and repetition of content and depth with a skill or content
building on the preceding ones
23 Dr. Quesada intends to open a school with a curriculum that Answer: D
must be primarily experience-centered. Which of the Experience/Learner-Centered Curriculum Three Major
following criteria must she NOT follow to ensure that the  Focuses on the learners’ interest and the integration of content from many Types of
curriculum is that which she wants? subject fields Curriculum
 Emphasis on all around growth of learners

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 CURRICULUM DEVELOPMENT for PROFESSIONAL EDUCATION MID-TEST

A. The curriculum should promote the use of active and  Subject matter selection based on learner’s needs/interest as needed for a task
dynamic process so that learning is improved.  Cooperative control by learners, parents and teachers
B. The curriculum should be used with a high level of  Learners encouraged to use problem-solving skills, methods, and to set their own
cooperative interaction. task
C. The curriculum content should be primarily based on the  Emphasis on meaningful immediate use of learning
learners’ needs, ability levels and interests.  Promotes integration of subject but with scope and sequence not well defined
D. The curriculum should emphasize the teaching of facts  Habits and skills integrated in learning experiences
and knowledge.  Emphasis is on understanding and improving through active dynamic process
 Parts flow together as whole, with continuous fusion and merging
 Structures developed as a result of on-going process
 High level of cooperative interaction
 Closure activities a well-rounded summation
24 In curriculum planning, one of these factors is concerned Answer: D
with the identification of required resources and a list of Phases/Process in
expenditure and revenue estimates. This factor is that of __. Curriculum Planning – is a process that involves situation analysis, goal setting and Curriculum
A. Goal setting need identification, budget determination and decision-making regarding Development
B. Situation analysis implementation and evaluation details.
C. Decisions on implementation and evaluation
D. Budget determination
25 The Ninoy Aquino Elementary School uses a curriculum Answer: C
design that recognizes the ability levels of its pupils. Thus, Designs and
the contents of the subject areas taught across grade levels Spiral Curriculum – recognizes that students are not ready to learn certain concepts Patterns of
are so organized that the simplest concepts are taken up at until they reach the required level of development and maturity and have the Subject-Centered
the early grades are the more difficult ones, in the higher necessary experiences; some topics related with corresponding degree of complexity Curriculum
levels. This shows a widening and deepening sequence of across levels; provides for widening horizontal organization of scope, integration and
similar concepts taught through the elementary levels. deepening of knowledge (vertical sequence, continuation)
Which curriculum design is this?
A. Correlated C. Spiral
B. Broad field D. Core
26 Which statement is true in using the non-technical approach Answer: A
to curriculum development? Non-Technical Approach Approaches to
 Relies heavily on teachers as the major source of curriculum knowledge because Curriculum
A. The teachers function both as a curriculum developer and they know their students and teaching contexts Development
implementor.  Curricular using this approach do not initially have intended learning outcomes
B. The processes used in curriculum development are because what students are expected to learn is not easily predicted
rational and systematic.  Teachers in this approach enact, rather than implement, the curriculum, which
C. The teachers’ rarely participate in the development of means that the teachers are involved in both development of curriculum and
curricular fitting curriculum to specific contexts

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D. Curriculum functions are separate but related to  Follows these procedures:

instructional functions 1. Planner-teacher indentifies a general area for study
2. Teacher gives the initial shared experience, assists students in interactions
among themselves with the content and the teachers, and provides additional
input and closure
 Shows that curriculum functions are not easily distinguishable from instructional
functions
27 As a member of the curriculum committee, your chief Answer: A
concern is to give the child freedom to choose what to learn Existentialism – (Kierkegaard, Marcel, Sarte) Philosophical
and believe, as you allow them to set their own identities Fundamental Ideas: Reality is a matter of individual existence. The meaning of life is Foundations of
and standards. What philosophy will you consider? what each individual makes; focus on conscious awareness of choice Curriculum
A. Existentialism C. Idealism Curriculum Implications: Curriculum stresses activity; recognition of individualized Development
B. Realism D. Pragmatism learning experience
28 Which curriculum design element is taking place when Answer: D
Abelardo, a senior high school student, can connect the o Criteria for selecting content
lesson he heard in a subject area to a related content in a  Integration: brings to a close relationship all concepts, skills, and values
another subject are? contained in the curriculum
 Continuity and sequence: involved in the vertical organization of the curriculum;
A. Articulation C. Continuity refers to recurrence and repetition of content and depth with a skill or content
B. Balance D. Integration building on the preceding ones
29 This type o curriculum focuses more on problem solving Answer: B
processes and skills and human relations than on content Society or Culture-Based Curriculum – Major Types of
acquisition. Which type is this?  Based on the needs of society and culture Curriculum
 Rooted in the study of life, social problems, and activities of social life
A. Subject centered C. Learner-centered  Emphasizes problem-solving processes and skills on human and social relations
B. Society-culture-based D. None of the above more than content acquisition
 Promotes social action and reconstruction theories whose major goal is the
improvement of the society through a direct involvement of both schools and
the learners
 Integrates different subject matter and their relevance to students and society
 Contents strongly relevant to learners but has weak scope and sequence of
subjects
30 This concept includes the sub-processes of curriculum Answer: A
planning, organization, implementation and evaluation. Curriculum Development Curriculum
Which concept is this?  Is a process of development that creates educational experiences to meet the Development
intentions of planners (Wiles & Bondi, 1998), which include total development of
A. Curriculum Development C. Curriculum Management learners and their being able to live well in a democratic society.
B. Curriculum Assessment D. Curriculum and Instruction  Its basic tasks: ) identifies purpose; 2) Sets goals and objectives; 3) assigns

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curriculum content; 4) focuses on critical needs of learners; 5) delivers the

program; 6) evaluates the curriculum 7) makes decisions and retain, revise or
change curriculum
 A synthesis of process in designing a program or experiences for the student and
for which the school accepts responsibility. Involves the process/phase of
curriculum planning, design and organization, implementation, evaluation, and
change and /or improvement
31 Proponents of the technical scientific approach of curriculum Answer: C
development believe that curriculum is the means and Technical Approach
______ is the end. Considered as the traditional way of developing curricular, which heavily relies on
curriculum knowledge from non-teachers; not concerned about the context in which
A. Technique C. Learning it will be used
B. Instruction D. Strategy Who uses these procedures:
1. A committee of non-teaching staff (administrators curriculum, specialist and
consultants, and sometimes, teachers and community members) develops or revises
a curriculum, and decides what the intended learning outcomes should be
2. Teachers implements the curriculum in their teaching situation, assuming major
responsibilities in school-based approaches to attain learning outcomes
3. Observable evidence is gathered during instruction and the results of this become
the basis for potential changes
 In this approach, curriculum functions are separate, but related to, instructional
functions
 Curriculum processes are rational and systematic
32 One example of the subject-centered curriculum is that Answer: C
which shows Social Studies being combined with Geography, Designs and
Civics and Culture, and History comprises one subject area.  Fused Subjects – similar to correlated subjects but the individual identity of each Patterns of
Which design is this? subject is lost (example: social studies: which is a combination of geography, Subject-Centered
A. Correlated C. Fused history, culture etc. Curriculum
B. Broadfields D. Core
33 Mr. Duarte, curriculum consultant in Economics, insists that Answer: B
in selecting the curriculum content, it is better that
throughout the high school years, economic geography Continuity and Sequence: involved in the vertical organization of the curriculum; Criteria for
contents are used to recur and be repeated with depth for refers to recurrence and repetition of content and depth with a skill or content selecting content
effective learning. What criterion in content selection is building on the preceding of a curriculum
shown here?

A. Validity C. Significance
B. Continuity and Sequence D. Learnability

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34 Which is NOT a description of the experience-centered Answer: D

curriculum? Experience-Centered Curriculum –
 Focuses on the learners’ interest and the integration of content from many
A. Emphasis is on the total growth and development of the subject fields Major Types of
learners  Emphasis on all around growth of learners Curriculum
B. Controlled and cooperatively directed by learners,  Subject matter selection based on learner’s needs/interest as needed for a task
teachers, and parents  Cooperative control by learners, parents and teachers
C. Education is a means to develop socially creative  Learners encouraged to use problem-solving skills, methods, and to set their own
individuals. task
D. Emphasis upon facts and knowledge for future use.  Emphasis on meaningful immediate use of learning
 Promotes integration of subject but with scope and sequence not well defined
 Habits and skills integrated in learning experiences
 Emphasis is on understanding and improving through active dynamic process
 Parts flow together as whole, with continuous fusion and merging
 Structures developed as a result of on-going process
 High level of cooperative interaction
 Closure activities a well-rounded summation
35 During this particular historical period, specific subject areas Answer: C
in the curriculum started to be taught in Filipino while the New Society Historical
others, in English, as provided in the newly-mandated Foundations of
bilingual education policy. Which period was this? Characteristics: Focused on the National Development Goals; manpower training; Curriculum
high level professions: self actualization
A. Commonwealth C. New Society Curricular Focus: Promotion of Bilingual Education Policy Development of Moral
B. Third Republic D. Japanese character; self-discipline; scientific, technological and vocational efficiency; love of
country; good citizenship
36 Mrs. Inocencio is a member of the School District Curriculum Answer: C
Evaluation Team that tries to assess the “product aspect” of Types of
the curriculum currently being used. What specific task  Product evaluation – used in gathering, interpreting and appraising curricular Assessment –
should she and the rest of the team look into? attainments, as often as necessary, to determine how well the curriculum meets Curriculum
the needs of the students it is intended to serve. Evaluation
A. Wise use of resources  Process evaluation – used to a) provide information about the extent to which
B. How curriculum implementers did their job plans for curriculum implementation are executed and the wise use of resources;
C. How well the curriculum met the learner’s needs b) to provide assistance
D. Extent of curriculum implementation
37 Mr. Garcia in interested in getting involved in-related Answer: A
functions. He asked “Why should school need a curriculum?” Socio-Philosophical Foundations Foundations of
Which curriculum foundations could give him some ideas for  Philosophy gives direction to curriculum in terms of its goals and objectives; the Curriculum
an answer? schools’ underlying beliefs and values have impact on curriculum content and

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A. Socio-philosophical C. Historical choice of appropriate instructional strategies and learning activities in

B. Psychological D. Technological implementing the curriculum
38 The San Jose School District plans to adopt the reading Answer: A
program used in the La Loma School District. What Five Levels of Operation to Curriculum Improvement
curriculum improvement level does this show? Substitution (new series in place of current series; Phases/
Alteration (additional instructional time for a subject); Processes in
A. Variation C. Substitution Variation (adopting other school’s program) Curriculum
B. Value orientation D. Restructuring Restructuring (organize teams of subject specialist, teachers and aids); Development
Value orientation (some instructional routine matters made part of computer-
assisted instruction)
39 What process is being undertaken by curriculum developers Answer: A
when they enrich or modify certain aspects of a particular
program without changing its fundamental conceptions? Curriculum Improvement
Refers to alteration of certain aspects of curriculum without changing the
A. Curriculum improvement fundamental curriculum elements/structure/conception
B. Curriculum change
C. Curriculum design
D. Curriculum implementation
40 Which educational philosophy focuses on the role of Answer: D
curriculum as a mean in remaking society and rebuilding
culture? Reconstructionism (Plato, Augustine, Dewey, Counts, Rugg) Philosophical
Foundation of
A. Perenialism Fundamental Ideas – societal reform needed towards experiencing the good life now Curriculum
B. Progressivism and in the future; schools are the chief means for building new social order
C. Existentialism Curricular Implications – Curriculum should include subjects that deal with social and
D. Reconstructionism cultural crises to prepare students to become analyzer and ensure that democratic
principles are followed.

Perennialism (Hutchins, Adler)

Fundamental Ideas – Human beings are rational and their existence remains the
same throughout differing environments; includes knowledge that has endured
through the years.
Curricular Implications – Subject-Matter consists of perennial basic education of
rational men; history, language, math, logic, classical literature, science, fine arts,
cultural heritage.

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