D58-EDUC 15 December 2, 2021

Module 4: Crafting the Curriculum

IV. LEARNING EXPERIENCES/ACTIVITIES

Learning Activity 13. Analysis of the Philippine Education Curriculum Intent (10 pts)
1. Have a copy of the philosophy, vision, mission, goals, and core values (PVMGCV)
of DepEd, CHED, and TESDA

THE DEPED THE DEPED THE DEPED THE DEPED OUR CORE
PHILOSOPHY VISION MISSION GOALS VALUES

In the perspective of this We dream of To protect and In the 1935 Maka-Diyos

study, the main five (5) Filipinos promote the right of Constitution of the Maka-tao
educational who every Filipino to Philippines up to Makakalikasan
philosophies were passionately quality, equitable, the 1977 Makabansa
considered specifically  love their culture-based, and Constitution
country complete basic before its revision
 Essentialism and whose education where: in 1986, the
values and aims/objectives of
 Perennialism competencies Students learn in a Philippine
enable them to child-friendly, education is “to
 Progressivism realize their full gender-sensitive, develop moral
potential safe, and motivating character,
 Existentialism and contribute environment. personal
meaningfully to Teachers facilitate discipline, civic-
 behaviorism. building the learning and consciousness,
nation. constantly nurture love of country,
every learner. vocational
As a learner- Administrators efficiency and to
centered public and staff, as teach the duties
institution, stewards of the of citizenship.”
the Department institution, ensure
of Education an enabling and
continuously supportive
improves itself environment for
to better serve effective learning to
its stakeholders. happen.
Family,
community, and
other
stakeholders are
actively engaged
and share
responsibility for
developing life-long
learners.

Bo, Charlene A.
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Module 4: Crafting the Curriculum

THE CHED THE CHED THE CHED THE CHED OUR CORE
PHILOSOPHY VISION MISSION GOALS VALUES

Given the national Philippine To promote The Commission Maka-Diyos

government’s higher equitable access and on Higher Maka-tao
commitment to education ensure quality and Education is the Makakalikasan
transformational system that is relevance of higher Philippine Makabansa
leadership that puts equitable and education government’s
education as the central producing institutions and their agency in charged
strategy for investing in locally programs. with promoting
the Filipino people, responsive, relevant and
reducing poverty, and innovative, and quality higher
building national globally education,
competitiveness and competitive ensuring access to
pursuant to Republic graduates and quality higher
Act 7722, CHED shall: lifelong education, and
learners. guaranteeing and
 Promote relevant protecting
and quality academic freedom
higher education for continuing
intellectual
 Ensure that growth,
quality higher advancement of
education is learning and
accessible to all research,
who seek it development of
particularly responsible and
those who may effective
not be able to leadership,
afford it; education of high-
level
 Commit to moral professionals, and
ascendancy that enrichment of
eradicates historical and
corrupt cultural heritages.
practices,
institutionalizes
transparency and
accountability
and encourages
participatory
governance in
the Commission
and the sub-

Bo, Charlene A.
 D58-EDUC 15 December 2, 2021
Module 4: Crafting the Curriculum

sector.

THE CHED THE TESDA THE TESDA THE TESDA TESDA CORE
PHILOSOPHY VISION MISSION GOALS VALUES

TESDA provides The transformational TESDA sets "We measure We believe in

direction, policies, leader in the technical direction, our worth by demonstrated
programs and standards education and skills promulgates the competence,
towards quality development of the relevant institutional
technical education an Filipino workforce. standards, and satisfaction of integrity,
d skills development. implements the customers personal
. programs geared we serve" commitment,
towards a quality- culture of
assured and To achieve innovativeness
inclusive technical this, we and a deep
education and commit to sense of
skills comply nationalism.
development and
certification with
system. applicable
requirement
and

continually
improve our
systems and
processes

Through:

Strategic
Decisions
Effectiveness
Responsivenes
s
Value Added
Performance
Integrity
Citizen focus
Efficiency

Bo, Charlene A.
D58-EDUC 15 December 2, 2021
Module 4: Crafting the Curriculum

2. Are the philosophy, vision, mission, goals, and core values of DepEd, CHED, and
TESDA in support to the Aims of the Philippine Educational System stipulated in the
Philippine Constitution of 1987.
 YES, they have a right of the people to inform on matters of public concern shall
be recognized.
3. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Learning Activity 14. Citing Examples ( 10pts)

1. Read the K to 12 Curriculum of any subject area and grade level.
2. Copy an example of the following:

A. Basic Education (10pts)

Subject area: Grade Level:3 Examples from the K to 12 Curriculum
Content Area 1. Properties
1.1 Characteristics of solids, liquids and
gases
Content Standard The learners demonstrate understanding of…

Ways of sorting materials and describing them as

solid, liquid or gas based on observable
properties
Performance Standard The learners should be able to…

Group common objects found at home and in

school according to solid, liquids and gas
Learning Competencies The learners should be able to…

1. Describe different objects based on their

characteristics (e.g. Shape)

B. Higher Education (5pts)

1. Have a copy of the intended learning outcomes of Northeastern College
Intended Learning Outcomes Copy the Sample
Institutional Learning Outcomes
Program Learning Outcomes Year End Jam
(College of Education of NC)
Course Learning Outcomes Search for Mr. & Mrs. Education 2021
(One from the Professional Education
Courses of NC)

3. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Bo, Charlene A.
D58-EDUC 15 December 2, 2021
Module 4: Crafting the Curriculum

Learning Activity 15. Analysis of a Learning Plan (10pts)

1. Have a sample copy of a complete lesson plan.
2. Using the matrix below, analyze the sample you have secured and give suggestions to
better improve the lesson plan based on the good learning principles and concepts about
the elements of curriculum.
3. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Subject Area: Grade Level: _________

Components of Curriculum Copy the sample Your

comments/suggestions for
better learning process
on the objectives,
learning activities, and
assessment
Theme of the Lesson Vocabulary involving key Plan and structure learning
classroom key classroom words activities through
developing lesson plan.
Student will be able to identify
important objects in the
classroom. They also able to
understand common direction
given to them in the classroom.
Students will be able to ask
permission to leave the
classroom.
Learning Objectives/Intended Given a set of pictures of Write a lesson plan to
Learning Outcomes objects in the classroom, the structure effective student
students will match the picture learning.
next to the object. After
listening to a direction given by
the teacher the student will
follow the direction by correctly
completing the action.
Subject Matter Through questioning I will Students will use their own
stablish students background dictionary to follow.
knowledge of classroom
vocabulary.
Strategies/Methods/Activities Student will repeat the Planned groups
vocabulary after me while Different learning style –
looking at the picture or the PowerPoint, visual and
actual object. class discussion.
Evaluation/Assessment Listen to the vocabulary ask the Lesson planning in class
student to “act out” the given tutor, observation

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Module 4: Crafting the Curriculum

instruction (TPR).

Learning Activity 16. The K to 12 Curriculum: What is the Design Model? (15pts)
1. Browse and read from the internet the K to 12 Curriculum.
2. What kind of curriculum design model influenced mostly the K to 12 curriculums?
( ) Subject-Centered ( ) Learner-Centered ( / ) Problem-Centered
 The K-12 curriculum/K-12 program is influenced by problem-centered design
in the sense that it emphasizes/draws societal problems, needs, interests, and
talents of the learners, allowing them to address a specific problem that can be
used and implemented in real-life settings.
3. If your answer is subject-centered design model, what specific kind of subject-centred
design model influenced most the K to 12 curriculum?
 Problem-centered design also influences the K-12 curriculum mostly in a way that the
K-12 curriculum/K-12 program emphasizes/draws social problems, needs, interests and
abilities of the learners which allows them to solve a particular problem which can be
used and can be applied into the real life situations
3.1. Give at least three ( 3) specific examples or evidences from the K to 12 Curriculum.
 K-12 programs covers Kindergarten and 12 years of basic education
 6 years of primary education
 4 years of Junior High School
 2 years of Senior High School (SHS)
4. What kind of broad field design model used in Language and Araling Panlipunan in the
K to 12 Curriculum?
 Broad Field Curriculum Design
4.1. Give one specific example or evidence from the K to 12 curriculums for each subject
 Grade 1-10
 Mother Tongue

 Filipino

 English

 Mathematics

 Science

 Araling Panlipunan

 Edukasyon sa Pagpapakatao (EsP)

 Music

 Arts

 Physical Education

Bo, Charlene A.
D58-EDUC 15 December 2, 2021
Module 4: Crafting the Curriculum

 Health

 Edukasyong Pantahanan at Pangkabuhayan (EPP)

 Technology and Livelihood Education (TLE)

 SENIOR HIGH (GRADES 11-12)

 CORE CURRICULUM SUBJECTS

 There are seven Learning Areas under the Core Curriculum: Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and
Social Sciences.

 Oral comunication

 Reading and writing

 Komunikasyon at pananaliksik sa wika at kulturang Filipino

 21st century literature from the Philippines and the world

 Contemporary Philippine arts from the regions

 Media and information literacy

 General mathematics

 Statistics and probability

 Earth and life science

 Physical science

 Introduction to philosophy of the human person/Pambungad sa pilosopiya ng

tao

 Physical education and health

 Personal development/pansariling kaunlaran

 Earth science (instead of Earth and life science for those in the STEM strand)

 Disaster readiness and risk reduction (taken instead of Physical science for those
in the STEM strand)

 APPLIED TRACK SUBJECTS

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Module 4: Crafting the Curriculum

 English for academic and professional purposes

 Practical research 1

 Practical research 2

 Filipino sa piling larangan

 Akademik

 Isports

 Sining

 Tech-voc

 Empowerment technologies (for the strand)

 Entrepreneurship

 Inquiries, investigatories, and immersion

 SPECIALIZED SUBJECTS

 Accountancy, business, and and management strand

 Humanities and social sciences strand

 Science, technology, engineering, and mathematics strand

 General academic strand

5. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Learning Activity 17. YouTube Watch (15 pts)

1. Watch YouTube videos of the following:
1.1. Preschool and Kindergarten classroom and class sessions
a. Progressive preschools/kindergarten
b. Waldorf education approach
c. Reggio Emilia method
d. Montessori method
1.2. Progressive education class sessions in Elementary and High School
2. What kind of curriculum design models influenced most of the videos you have watched?
 Progressive preschools/kindergarten
3. Describe briefly the videos you have watched to justify your answer on No.2.
 The difference between a tradition and progressive preschool is, a progressive school, kids are
allowed to discover, play the arts and the music is a very important part of their curriculum.
4. Don’t forget to indicate the websites that you have watched on YouTube .
 https://www.youtube.com/watch?v=E_z6SWNTOak

Bo, Charlene A.
D58-EDUC 15 December 2, 2021
Module 4: Crafting the Curriculum

 https://www.youtube.com/watch?v=N2IBhH6pB9c
 https://www.youtube.com/watch?v=BkrgkslnD9g
 https://www.youtube.com/watch?v=7n2hCebmT4c
 https://www.youtube.com/watch?v=UzmvtVAuuyI

5. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Learning Activity 18. Quiz (10pts)

1. Identify what kind of curriculum design are utilized in the following descriptions?
2. Submission: November 29 to Dec. 3, 2021 (one-time submission)

Learning Situations of Curriculum Design Models Answer

1. Learners are problem-finder and solution-giver. Learning Outcomes
2. Learning how to learn is observable among students. Learning Outcomes
3. Accumulation of knowledge is the primary importance in teaching. Experience-centred
design
4. Differentiated instruction for different ability groups. Objectives
5. Lesson deals with finding solution to everyday problem. Humanistic design
6. Teacher extends class because the children have not mastered the Experience-centred
lesson. design
7. Learning is focused on the experiences of the learners in the Objectives
different learning areas and environment.
8. Learning focuses on the development of the whole child and the Child-centred design
integration of thinking, feeling, and doing.
9. Learning is the construction of own knowledge based from Child-centred design
first-hand learning experiences.
10. Students are encouraged to work together to find answers to their Performances
learning tasks. Standards.

Prepared by:

LAINE T. TUMAMANG, PH.D.

Professor, Professional Education Courses

Bo, Charlene A.