MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216

COLLEGE OF TEACHER EDUCATION

Revision No. 1 Page 1 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

VISION OF THE A premier Philippine university by 2028.

UNIVERSITY

MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY

CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity
and the environment.

INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities
OUTCOMES that MMSU graduates must possess.

MMSU graduates should be able to:

1. demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. maintain a high degree of ethics, professionalism, discipline and accountability;
3. communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. commit themselves to lifelong learning and personal development to achieve excellence;
5. analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and
global communities;
6. display spiritual values through respect for and service to God, humanity, and country;
7. practice social and environmental responsibility;
8. collaborate with and maintain harmonious relationships with others;
9. respect multicultural diversity;
10. engage in activities that promote growth and empowerment for all sectors of society;
11. make informed, intelligent, fair and equitable decisions; and
12. show appreciation for and contribute to the development and preservation of cultural heritage.

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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
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GRADUATE Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
ATTRIBUTES
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.

COLLEGE GOALS To produce graduates who embody the critical mass of knowledge, values, and competencies needed in advancing the practice of their profession,
in managing quality research initiatives, and in maximizing context-fit innovation for inclusive growth

PROGRAM (Graduate Teacher Education Program - Based on CMO 53, series of 2007)
OUTCOMES The MAED Program is designed to produce school administrators and teachers who demonstrate:

 in-depth understanding of a complex and coherent body of knowledge and skills in an area of study in education, which may be applied in
many types of school or other educational environments;
 a higher order level of skill in the analysis, critical assessment, and application and communication of knowledge in the field;
 an ability to apply knowledge and skills in the field to new situations in more creative and flexible ways, and to solve complex problems
in the field in many ways that involve rigorous thinking and independent work; and
 a positive attitude towards social and cultural issues and concerns.

COURSE OUTCOMES At the end of the semester, the students must have:
1. acquired added competence in various innovative aspects of the Social Studies in relation to its aims and objectives;
2. increased knowledge of the basic concepts, principles and analytical skills in history and Social Studies;
3. familiarized one-self with a critiqued a wide range of curriculum materials in Social Studies
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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 3 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

4. participated in the evaluation and development of curriculum materials; and

5. produced innovative learning materials to enrich the teaching of Social Studies.

COURSE SYLLABUS

COURSE CODE SS 216

COURSE TITLE Curriculum Development in Social Studies
CREDIT UNITS 3
COURSE PREREQUISITE
COURSE DESCRIPTION The course is designed towards a concept-based discipline and value-oriented and inquiry-oriented instruction in Social Studies. It deals with
the objectives, content, activities, procedures and evaluation of the Social Studies curriculum in the elementary and secondary levels. It also
deals about current trends, issues and methods and techniques in teaching the subject.

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER
Part I. Introduction to Curriculum Planning and Development
A. Curriculum Essentials
1. Curriculum in Schools
a. Definition
8 hours b. Types of Curricula
2. Curriculum Planning
a. Needs and Importance
b. Factors
c. Major issues
3, Curriculum Development
a. Meaning
b. Purposes
c. Determinants
4. Foundations of Curriculum Development
a. Philosophical
b. Historical
c. Psychological
d. Social
5. Curriculum Development: Processes and Models
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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
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a. Definition: Curriculum Development Processes

b. Curriculum Development Models

B. Designing the Curriculum

1. Fundamentals of Curriculum Design

a. Ten axioms for curriculum designing
b. Components of a curriculum design
2. Approaches to Curriculum Designing
18 hours a. Types of curriculum design models
b. Approaches
3. Curriculum Mapping
a. Curriculum mapping process
b. The curriculum map
4. Developing Learning Materials for Social Studies teaching
MIDTERM EXAMINATIONS
26 Hours Part II. The Social Studies Curriculum

A. Foundation of Social Studies

1. Meaning of Social Studies
2. History and philosophy of Social Studies teaching
3. Social Studies and other disciplines
4. Values of Learning Social Studies
B. Organization of the Social Studies Curriculum
1. Curriculum Integration
1.1 Meaning of integrated curriculum
1.2 Spectrum of integrated curriculum
1.3 Theories supporting Curriculum Integration
1.4 Common elements of an integrated curriculum
2. Teaching Models
2.1 Discovery learning
2.2 Inquiry learning
2.3 Problem-based learning
2.4 Cooperative Learning
2.5 Decision Making
2.6 ACES Teaching Approach

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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
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SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

3. Interdisciplinary Teaching Activities

3.1 Quick and Easy
3.2 Class Long Exercises
3.3 Interdisciplinary unit examples
C. Approaches and Instructional Strategies
1. Active Learning Strategies
2. Experiential Learning Activities
3. Project-based Learning
4. Inquiry-based Learning
5. Adaptive Learning
D. Application Workshop:
1. Designing instructional plan applying integrative teaching strategies and approaches
2. Presentation
FINAL EXAMINATIONS

LEARNING PLAN:
Desired Learning Outcomes Teaching and Learning Assessment Task Resource Materials Time Values Infused
Course Content/Subject Matter
(DLO) Activities (TLA’s) (AT’s) Table
At the end of the unit, the students must Part I. Introduction to 8 hours Values Learned:
have: Curriculum Planning and
Development Synchronous / Respect for
1. Given a workable definition of the A. Curriculum Essentials Asynchronous via Reading: The Sabre others’ opinion
concept Curriculum 1. Curriculum in Schools MVLE, Google Meet Tooth Curriculum
2. Differentiated the types of a. Definition & Messenger Refined manner
curricula operating in schools b. Types of Curricula of expressing
3. Explained the need to plan the 2. Curriculum Planning Sharing of knowledge Analyzed Survey view and opinions
curriculum a. Needs and Importance and experiences with results
4. Identified the major issues in b. Factors regard to the types of
curriculum planning c. Major issues curricula operating in
5. Discussed the purpose and 3, Curriculum Development the teachers’ school / Reflective essay on
determinants for developing a a. Meaning workplace one’s view of a
curriculum b. Purposes curriculum K to 12 Curriculum
6. Discussed comprehensively c. Determinants Reflective discussion on Guide
curriculum processes and models 4. Foundations of Curriculum the importance of the Competencies
7. Expounded the foundations of Development curriculum
curriculum based on the following: a. Philosophical Sharing of classroom Proficiency and

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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 6 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

historical, psychological, b. Historical experiences communicative

philosophical and social aspects. c. Psychological competence
d. Social Examine any Social
5. Curriculum Development: Studies curriculum
Processes and Models level to determine Analysis write-up
a. Definition: Curriculum whether the criteria of the
Development in selecting the curriculum level
Processes content are observed
b. Curriculum and basic principles in
Development organizing curricular
Models content are followed

TPS - on the three

models of curriculum
and processes and Oral and written
foundations of presentation of
curriculum outputs
development
At the end of the unit, the students must B. Designing the Curriculum Synchronous / 18 hours Values Learned:
have: Asynchronous via Araling Panlipunan
1. Fundamentals of Curriculum MVLE, Google Meet K to 12 Curriculum Cautious /
1. Identified the fundamentals of Design & Messenger Guide Attentiveness
curriculum designing a. Ten axioms for
curriculum designing Discussion with power Reaction / Sample lesson plans
2. Analyzed curriculum approaches and b. Components of a point presentation reflective essay in Social Studies
designs in the light of how these are curriculum design on the K to 12
applied in the school setting 2. Approaches to Curriculum Examine the Social Curriculum Sample instructional
Designing Studies K to 12 design materials in Social Competencies:
3. Applied/ done curriculum mapping on a. Types of curriculum Curriculum Guide to Studies
any of the Araling Panlipunan subjects / design models identify the design Analytical /
levels taught b. Approaches followed and give critical mind
3. Curriculum Mapping illustrative examples Planning and
4. Produced a learning material for use in a. Curriculum mapping Curriculum Mapping of Curriculum map on designing
Social Studies classes. process the AP Curriculum the K to 12
b. The curriculum map (selected grade level) Social Studies Open-mindedness
4. Developing Learning Materials Curriculum

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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 7 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

in Social Studies Writing and developing levels

of instructional
materials in Social Sample learning
Studies material in
Social Studies
(draft for
checking/ final
output
submitted
toward end of
semester)

MIDTERM EXAMINATIONS
At the end of the unit, the students must Part II. The Social Studies Synchronous / 26 Hours Values Learned:
have: Curriculum Asynchronous via
MVLE, Google Meet Respect for
1. Given comprehensive definition of the A. Foundations of the Social & Messenger others’ opinion
Social Studies concept Studies
2. Differentiated Social Studies from Social 1. Meaning of Social Studies Refined manner
Science 2. History and philosophy of of expressing
3. Discussed the historical and Social Studies teaching Learning Packet Critiqued learning Article: Four Major view and opinions
philosophical nature of Social Studies 3. Social Studies and other uploaded to MVLE material in Foundations of
teaching disciplines Social Studies Curriculum and
4. Related Social Studies with other Social 4. Values of Learning Social on the basis of Their Importance in
Science disciplines Studies the curriculum Education Alviar,
5. Shown evidences to prove the value of B. Organization of the Social design and May G. (2015).
studying Social Studies as one of the Studies Curriculum framework Retrieved:
learning areas in the basic education 1. Curriculum Integration Learning Packet on presented in http//simplyeducate Competencies:
curriculum 1.1 Meaning of integrated curriculum integration class .me/2015/01/09/4-
6. Discussed the importance of integrating curriculum uploaded to MVLE major-foundations- Value judgment
the various basic concepts in learning 1.2 Spectrum of integrated of-curricula-and- Planning, writing
Social Studies curriculum their-impt-in-educ and designing
8. Expounded on the differences of the 1.3 Theories supporting
teaching models in social studies as used Curriculum Integration
in the K to 12 BEC 1.4 Common elements of
an integrated

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to compliance to the Documented Information Procedure established
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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 8 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

9. Designed an instructional plan applying curriculum

integrative teaching utilizing any of the
approaches and strategies in teaching 2. Teaching Models Learning Packet Evaluated sample
social studies. 2.1 Discovery learning discussing the teaching best written
2.2 Inquiry learning models uploaded to instructional plan
. 2.3 Problem-based learning MVLE on the basis
2.4 Cooperative Learning whether it utilizes
2.5 Decision Making or not any of the
2.6 ACES Teaching Approach teaching models
discussed and
3. Interdisciplinary Teaching Learning Packet presented in class
Activities discussing sample
3.1 Quick and Easy activities in
3.2 Class Long Exercises interdisciplinary teaching Assessed best
3.3 Interdisciplinary unit in each category written plan on the
examples uploaded to MVLE basis of
interdisciplinary
C. Approaches and Instructional Learning Packet in Social teaching activity
Strategies Studies’ approaches used
1. Active Learning Strategies and strategies
2. Experiential Learning uploaded to MVLE
Activities
3. Project-based Learning
4. Inquiry-based Learning
5. Adaptive Learning
Workshop / write shop
D. Application Workshop: on instructional plan Presented and
1. Designing instructional plan designing in Social submitted
applying integrative teaching Studies applying instructional plan
strategies and approaches integrative teaching
2. Presentation using any approach/
strategies or a
combination

Finalized
developed learning

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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 9 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

material in Social
Studies

FINAL EXAMINATIONS
TEXTBOOKS / REFERENCES

Abbas. Khan M. (2007). Teacher’s Handbook of Curriculum Development. New Delhi, India:Annal Publications PVT, Ltd.
Andres, Tomas Quintin D. et. Al. (2008). Curriculum Development in the Philippine Setting. Quezon City, Philippines: New Galaxie Lithographic Arts and printing Press
Aquino, Gaudencio V. 91998). Curriculum Planning for Better Schools, 2 nd Edition. Quezon City, Philippines: Rex Book Store
Bilbao, P. ,F. Dayagbil and B. Corpuz (2014). Curriculum Development for Teachers. Manila, Philippines: Lorimar Publishing, Inc.
Bilbao, P., P. Lucido, P I, Iriga T C and R, B. Javier (2008). Curriculum Development. Philippines: Lorimar Publishing, Inc.
Borabo, M. L. and HGL Borabo (2015). Field Study 4 Exploring the Curriculum. Manila, Philippines: Lorimar Publishing, Inc.
Grant, S. G. (2010). “High Stakes testing: How are Social Studies Teachers Responding?” In Social Studies Today, Research and Practice. New York: Routledge
Hale, J,A. (2018). A Guide to Curriculum Mapping, Implementing and Sustaining the Process. Thousand Oaks, CA: Corwin Press
Ko, Susan (2017). Teaching Online: A Practical Guide. 4th ed. New York: Routledge LB2395.7K62017
Llagas, Avelina T. (2018). Essentials of teacher leadership. Quezon City: Lorimar Pub., Inc. LB2805L552018
Lintner, Timothy (2013). Integrative Strategies for the K-12 Social Studies Classroom. NC: Information Age Publishing
Parker, Walter C. (2010). Social Studies Today: Research and Practice. New York: Routledge

OTHERS
K to 12 Curriculum Guide in Social Studies
National Council for Social Studies Curriculum Standards
http://www.ascd.org/publications/books/103011/chapters/What-Is-Integrated-Curriculum%C2%A2.aspx
https://www.slideshare.net/AngelDixcee26/building-bridges-across-disciplines-in-basic-education
https://thesecondprinciple.com/essential-teaching-skills/models-of-teaching/
http://www.show-me-wow.com/a-thematic-approach/
https://www.k12academics.com/education-theory/thematic-learning

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

1. Participation to class activities Outputs 70%

2. Submit written outputs (Reflective essays. Critiqued instructional plans, Midterm Examination 15 %
curriculum map in any grade level of Social Studies, etc.)
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 MARIANO MARCOS STATE UNIVERSITY Document Code GS-MAED-SYL-SS 216
COLLEGE OF TEACHER EDUCATION
Revision No. 1 Page 10 of 10
SYLLABUS IN SS 216 - CURRICULUM DEVELOPMENT IN SOCIAL STUDIES
Effectivity Date August 28, 2021

3. Submit sample instructional plan designed in Social Studies Final Examination 15%
4. Submit developed learning / instructional material in Social Studies (any
grade level) Total 100%
5. Passed all given exams

COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
1. Official enrolment form (Form 5) of students should be validated.
2. Students should come to class on time during scheduled synchronous / asynchronous class
3. Course requirements and assignments should be submitted on time.
4. Actively participate in classroom discussions and group work.
5. Quizzes maybe unannounced but long exams are announced.
6. Make-up examinations (this is only for long exams/midterm/final exam) could be arranged with
the instructor under valid reasons and students should report to the instructor on time when
having a special examination.
7. Students are encouraged to collaborate in making projects and assignments but quizzes and long
exams should be done independently. No make-up for assignments
8. To show courtesy to others, mute microphone and open video camera during synchronous
classes and raise hand when want to recite / acknowledge
CONSULTATION PERIOD 1:00 - 2:30 TTH, Faculty Room, FEMC Building
FACULTY-IN-CHARGE CAROLYN G. PAGUYO
Academic Rank: Associate Professor 4
PRC #: 0350455 (VALID UP TO 05/08/2022)

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

CAROLYN G. PAGUYO LILIBETH G. ABROGENA VIRGILIO JULIUS P. MANZANO, JR. PRIMA FE R. FRANCO
Faculty-In-Charge Chairperson, MAED Program Dean Vice President for Academic Affairs

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to compliance to the Documented Information Procedure established
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