Vision: Truth and Goodness in Man TOMAS DEL ROSARIO COLLEGE

Mission: Produce through a responsive curriculum

(TRC)
and for all others through
Capitol Drive, San Jose, Balanga City morally upright, committed and competent graduates
Education. TelefaxNo: (047) 791-6152; Tele No: (047) 791-6082 capable of meeting the growing human resources needs in
the profession, government, business, industry and home.
Course Syllabus in
Curriculum Development
First Semester 2020-2021

Department: EDUCATION (PEC)

I. Course Title: Curriculum Development

II. Course Code: Cur Dev

III. Course Description:

The course is intended to introduce to the education students the effective curriculum design and assessment. The topics include curriculum models,
principles, and approaches in designing, delivering and assessing the curriculum.

IV. Course Credit: 3 units

V. Course General Objectives:

1. Integrate appropriate learning styles, instructional approaches and teaching-learning processes in curriculum development.
2. Design a model curriculum demonstrating considerations for a selected age groups and setting, including appropriate community linkage.
3. Construct instruments for monitoring curriculum implementation and assessment.
4. Effect modification/versions to enrich and update the curriculum.

IV. Course Content:

 Time Frame Topics Intended Learning Outcomes Teacher-Learner Activities Assessment Methods/Tasks

Preliminary Changing Concepts, Nature, Purpose, 1. Come up with a concrete concept of a Engage  Concept web
and Types of Curriculum curriculum.  Participative and Collaborative
Grading
 Definition of Curriculum Learning  Graphic Organizer
 Curriculum: A Changing Concept 2. Differentiate the types of curriculum.  Peer Teaching
 Types of Curricula  Small Group Discussion  Matrix
 Characteristics of a Good 3. Distinguish between the term “curriculum  Concept mapping
Weeks 1 & 2
Curriculum and other associated terminologies such as  Checklist
(Sept 19-26, 2020)
 Distinction between Curriculum “syllabus; scheme of work” “course of Explore
and other Related Terminologies study” and lesson note”.  Differentiate the types of
 Nature of Curriculum in Scholl curriculum and its
4. Explain the nature and importance of characteristics by conducting an
 Importance of Curriculum in
curriculum in schools. interview
Schools
 Curriculum as a Process and as a  Explain the nature and
Product importance of curriculum in
school through Panel
Discussion
Apply
 Discuss the concept of
curriculum through situational
analysis
Major Foundations of Curriculum 1. Compare and contrast the philosophical Engage  Self – assessment
 Philosophical Foundations of beliefs of perennialism, essentialism,  Interactive Lecture Checklist
Curriculum progressivism and reconstructionism.  Collaborative Learning
 Psychological Foundations  Brainstorming  Logical arguments
 Historical Foundations of 2. Explain the influence of the four  Small group Discussion
Weeks 3 & 4 Curriculum educational philosophies on curriculum.  Web Research
(Oct 3-10, 2020)  Sociological Foundations of  Group Report
Curriculum 3. Identify the application of behaviorist,
cognitivist, constructivist, and humanist Explore
principles in the classroom.
 An art collage explaining the
influence of the four
4. State your values and beliefs about the
educational philosophies on
nature of learning.
curriculum in the light of the
present Philippine education
5. Examine how history and society
system
influenced curriculum.
 Apply
 PowerPoint presentation
explaining how history and
society influenced curriculum
 A Flow Chart of the nature of
learning in relation to
curriculum
Components of Curriculum Design 1. Identify what influences people’s Engage  Discuss the following
 Key Concept: Identification of perception on education’s purposes.  Lecture taxonomy of
Educational Philosophy  Collaborative Learning educational objectives:
 Generating Aims, Goals, and 2. Describe how the educational philosophy  Brain Storming
Objectives of school is being developed.  Question and Answer 1.1 Cognitive Domain
Week 5 & 6  Taxonomy of Educational  Small group Discussion
(Oct 17-24, 2020) Objectives 3. Explain the significance of considering  Digital Presentation 1.2 Affective Domain
 The Cognitive Domain aims, goals and objectives to the processes
 Web Research
 The Affective Domain of curriculum design and organization. 1.3 Psychomotor
 Group Report
 The Psychomotor Domain Domain
 Content or Subject Matter 4. Enumerate the major sources of
Explore
 Criteria for Selecting educational aims.
 Cite influences on people’s
Content perception on education’s
 Learning Experiences 5. Discuss the three domains of educational
objectives an give an example of each type. purposes and give an example
 Selecting Educational  Summarize the components of
Environments curriculum
6. Analyze the main criteria to consider
when selecting curriculum content or
subject matter and learning experiences. Apply
 Discuss how aims, goals, and
objectives are related with one
another
 Diagram/flowchart of the
components of curriculum.
 How do behavioral objectives
limit creativity among students? Prelim Exams
 Do you agree with the
opponents of behavioral
objectives?
 Discuss ONE other reason each
supporting the proponents and
opponents of behavioral
 objectives.
Mid-Term Sources of Curriculum Design 1. Discuss the major components and Engage Assess
 Science as a Source sources of curriculum design  Lecture
Grading
Society as a Source .  Question and Answer  Give examples of the
 Moral Doctrine as a Source 2. Identify the difference between horizontal  Participative and Collaborative types of curriculum
 Knowledge as a Source and vertical organizations of curriculum Learning designs and their
Weeks 7 & 8
 The Learner as a Source design.  Peer Teaching curricular emphasis,
(Oct 31- Nov 7,
 Small group Discussion strengths and
2020)
Conceptual Framework: Horizontal and 3. Explain the common qualities of  Concept mapping weaknesses
Vertical Organization curriculum design.
 Group Report
Curriculum Design Qualities
 Qualities 4. Differentiated the following types of
Explore
 Sequence curriculum designs: Subject-centered,
 Discussion of the five sources
Learner-centered, and Problem-centered
 Continuity of Curriculum Design
designs.
 Integration  Define horizontal and vertical
organization
 Articulation Balance  Conceptual framework of the
horizontal and vertical
Type of Curriculum Designs organization
1. Subject-Centered Design
 Subject Design Apply
 Discipline Design  Enumerate the distinctive
 Broad-Fields Design features of curriculum design
 Correlational Design qualities
 Process Design  Statement completion
2. Learner-Centered Designs
 Child-Centered Design
 Experience-Centered Design
 Romantic (Radical) Design
 Humanistic Design
3. problem-Centered Design
 Life-Situations Design
 Reconstructionist Design

Models of Curriculum Development 1. Identify the different models of Engage  Students presentation
 The AIM Model curriculum development and planning.  Lecture and Discussion of the diagram of the
 Taba’s Inverted Model  Participative Learning goal-based model of
  Tyler’s Ends-Means Model 2. Discuss the role of participants in  Brain Storming curriculum planning in
 The Oliva Models curriculum development and planning.  Question and Answer the Philippines
 The Saylor and Alexander Model  Small group Discussion
 MacDonald’s Model 3. Cite the curriculum planning challenges  Digital Presentation  Three most important
 Eisner’s Artistic Approach facing the Philippine education in this 21st  Web Research sectors in Curriculum
Weeks 9 & 10  The Diamond Model century.  Group Report Planning Decisions
(Nov 14-21, 2020)
 Walker’s Naturalistic Model  Mind mapping
4. Name the three most important sectors in
curriculum planning in the Philippines.
Participants in Curriculum Development Explore
and Planning  Compare the curriculum
5. Explain the rationale for the curriculum
 Teachers planning models
review and planning of Philippine education
 Students towards the K to 12 program.  Steps/Elements/Components
 Principals  Identify the participants in
 Parents 6. Describe the goal-based model of Curriculum Development and
 Curriculum Specialists curriculum planning in the Philippines using Planning and discuss their main
 Superintendents a diagram. role
 School Boards
 The National Governments and Its Apply
 Choosing one curriculum model
Midterm
Agencies
and planning relevant to the 21st Examination
Changing Needs: Planning Challenges century
 Comparative Data on the Pre-
Goal-Based Model of Curriculum Planning university Education in Asia
the Philippine Experience
 Outcome Goals of the K to 12 Basic
Education Program
 Process Goals of the K to 12 Basic
Education Program

Determine the Focal Point of Planning

Decisions

The Organizational Structures

 Rationale for the Curriculum
 Review and Planning Towards K to
12 Program
Final Grading Curriculum Implementation 1. Define curriculum implementation. Engage  Checklist
 What is Curriculum Implementation  Interactive Lecture
  Views on Curriculum 2. Familiarize oneself with the major  Small group Discussion  Position paper
Implementation problems involved in curriculum  Brain Storming
 Implementation Models implementation.  Work Along activities  Matrix
Weeks 11 & 12  Factors that Influence Curriculum  Group Report
(Nov 28-Dec 5, Implementation 3. Analyze factors that influence curriculum  Matrix showing
2020)  Implementing Curriculum in the implementation. Explore different models of
classroom  Explain Curriculum curriculum
4. Examine some common models that has Implementation through an implementation used
been used in schools to support the process Article Analysis in school
of curriculum implementation.  Panel discussion on the factors
that influence curriculum
implementation

Apply
 Identify major problems or
concerns involving curriculum
implementation in terms of
present education system by
preparing a checklist
 Write a position paper on
Freedenberg’s views about
teachers and curriculum change
Weeks 13 & 14 Curriculum Evaluation: Concepts, Views 1. Demonstrate concrete knowledge and Engage Assess
(Dec 12-19, 2020) and Definitions understanding of the “What”, “Why” and  Lecture and Discussion  Matrix to distinguish
“How” of curriculum evaluation and  Participative learning between formative and
Purposes of Curriculum Evaluation contextualize these in the actual conduct of  Brain Storming summative evaluation
 Why Evaluate evaluation process.  Question and Answer
 What to Evaluate  Small group Discussion  A diagrammatic
 Goals and Objectives  Digital presentation representation
 Content and Methodology  Web Research (paradigm) of one of
 Outcomes/Results  Group Report the models of
 Forms of Evaluation curriculum evaluation
Formative Evaluation Explore
Summative Evaluation  Add more to concepts, views
 Curriculum Evaluation Models and definitions of curriculum
 On Models of Evaluation evaluation thru library research
 Tyler’s Objectives – Centered and searching the internet
Model  Look for other models of
 Stufflebeam’s Context, Input,
 Process and Product Model curriculum evaluation and
 Context Evaluation identify each of the model’s
distinguishing features

Apply
 Choose one subject in the K-12
curriculum and study its
curriculum
 Design an evaluation plan or
the purpose of evaluating the
curriculum of the subject
chosen
Understanding Curriculum Change and 1. Draw specific parameters to distinguish Engage Assess
Innovation change from innovation in terms of  Interactive Lecture  Identify specific
 Classification of Change curriculum.  Small group Discussion features that
 Forms of Change  Brain Storming distinguish change
Weeks 15 & 16 Substitution 2. Justify the need for either change or  Work Along activities from innovation in the
(Jan 2-9, 2021) Alteration innovation on matters pertaining to  Group Report context of curriculum
Addition curriculum. implementation and
Restructuring Explore evaluation.
3. Strategize change and innovation in  Find out and examine specific
Strategies for Curriculum Change and school curriculum. changes/innovations in  Change and
Innovation curriculum from local and innovation in
international research journals curriculum requires
A. Strategies  State the significant impact specific strategies.
1. Participative Problem Solving such change/innovation may Using the strategies
Strategy have to Philippine education described in this
2. Planned Linkage chapter, describe each
3. Coercive Strategies Apply of he strategies in
4. Open Input Strategies  Assume that your school will terms of their
introduce blended instruction respective basic
B. Models using module system and the features and when to
1. The Research, Development and usual face-to-face instructional use (context).
Diffusion Model delivery? What would you
2. Problem Solving Model identify as the agents of this Final Exams
3. Social interaction Model innovation? Justify

V. Course Requirements:
 A rating of at least 75% in all quizzes, tests, and preliminary, midterm and final examination.
Active participation in group discussion and other learning activities.
Assignments, written, and oral reports.
Attendance of not less than 80% of the number of school hours.
Other requirements as may be deemed necessary.

VI. A. Textbooks
1. Bilbao, Purita P. (2011). Curriculum Development. Quezon City: Forimar Publishing Co.
2. Reyes, Emerita. (2015). Curriculum Development. Quezon City: Adriana Publishing Co.
3. Reyes, Flordeliza C. (2011). Engineering the Curriculum: Manila: DLSU Press.

B. References
1. Acero, V.O. (2010) Principles and Strategies of Teaching. Manila: Rex Bookstore.
2. Aquino, Gaudencio V. (2010). Curriculum Innovation. Mandaluyong: Navotas Press.
3. Banzon, Priscillano T. (2011). Foundations of Curriculum Development and Management. Mandaluyong: National Bookstore
4. Commisssion on Higher Education, (CHED, 2011). Strategic Plan for 2011-2016.
5. Department of Education. (2010). Discussion Paper on the Enhanced K+12 Basic Education Program.
6. Department of Education. (2011). K to 12 Basic Educationm Program Priomer
7. Palma, J. C. (2012). Curriculum Development System. M.M., 24K Printing Co.
8. SEAMEO INNOTECH, (2012). K to 12 in Southeast Asia: Regional Comparison of the Structure, Content, Organization and Adequacy of Basic Education, Quezon City:
Philippines.

Prepared by: Recommending Approval:

ROBERTO R. PANTIG, PhD MERCEDEZ G. SANCHEZ, EdD

Instructor Vice President for Academics, Student Affairs
and Extension Services