GUERRA, REIZEL P.

BTLED ICT 4B

Learning Understanding the School Curriculum

FIELD STUDY 1
Episode

8
Close Encounter
with the School
Curriculum

SPARK Your Interest

Formal education begins in school. Schools are institutions established to

design total learning activities appropriate for each learner in each grade level.
Thus, schools have recommended curriculum which is the enhanced K to 12
curriculums. The recommended curriculum was translated into written
curriculum like books, modules, teacher’s guides and lesson plans which are the
basis of the taught curriculum. A teacher who implements the curricula needs
support materials (support curriculum) to enhance teaching and learning so that
the written and the taught curricula can be assessed (assessed curriculum) in
order to determine if learning took place (learned curriculum). However, there
are so many activities that happen in schools but are not deliberately planned.
This refers to the hidden curriculum.

A classroom teacher plans, implements and evaluates school learning

activities by preparing a miniscule curriculum called a lesson plan or learning
plan. The teacher then puts life to a lesson plan by using it as a guide in the
teaching-learning process where different strategies can be used to achieve the
learning objectives or outcomes. There are many styles of writing a lesson plan,
but the necessary parts or elements such as (a) Learning Outcomes (b) Subject
Matter (c) Teaching Learning Strategies, and (d) Evaluation or Assessment
should always be included.

All of these elements should be aligned so that at the end of the teaching-
learning episode, learning will be achieved with the classroom teacher as a
guide.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the different curricula that prevail in the school setting;
 describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies and
assessment of learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
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GUERRA, REIZEL P.
BTLED ICT 4B

REVISIT the Learning Essentials

School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the learning process

and outcomes as in lifelong learning. However, school curriculum in this course
limits such definition of total learning outcomes to confine to a specific learning
space called school. Schools are formal institutions of learning where the two
major stakeholders are the learners and the teachers.
Basic education in the Philippines is under the Department of Education or
DepEd and the recommended curriculum is the K-12 or Enhanced Basic
Education Curricula of 2013. All basic education schools offering kindergarten (K)
elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High School and
Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.

What are the salient features of the K to 12 Curriculum? Here are the
features. It is a curriculum that:

1. Strengthens the early childhood education with the use of the mother
tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized
lessons and addition of issues like disaster preparedness, climate change
and information and communication technology (ICT) are included in the
curriculum. Thus, in-depth knowledge, skills and values, attitude through
continuity and consistency across every level and subject.
3. Build skills in literacy. With the use of Mother Tongue as the main
language in studying and learning tools from K to Grade 3, learners will
become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a
spiral progression where the students learn first the basic concepts, while
they study the complex ones in the next grade level. The progression of
topics matches with the developmental and cognitive skill. This process
strengthens the mastery and retention.

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5. Gears up for the future. It is expected that those who finish basic
education in Grade 12 will be ready for college or tech voc. careers. Their
choice of careers will be defined when they go to Grade 11 and 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner
will be ready to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the
Kindergarten to Grade 12 in the country.
 The enhanced curriculum K to 12 curriculums is the Recommended
Curriculum. It is to be used nationwide as mandated by the
Republic Act 10533.
 When the curriculum writers began to write the content and
competency standards of the K to 12 Curriculum it became a
Written Curriculum. It reflects the substance of RA 10533 or the
Enhanced Basic Education Act of 2013. In the teacher’ s class it is
the lesson plan. A lesson plan is a written curriculum in miniscule.
 What has been written in the lesson plan has to be implemented. It
is putting life to the written curriculum, which is referred to as the
Taught Curriculum. The guidance of the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials,
objects gadgets, laboratory and many more that will help the
teacher implement the curriculum. That is referred to as the
Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the
middle or end of the lesson. The curriculum is now called the
Assessed Curriculum.
 The result of the assessment when successful is termed as Learned
Curriculum. Learned Curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not
written, nor deliberately taught but they influence earning. These
include peer influence, the media, school environment, the culture
and tradition, natural calamities and many more. This curriculum is
called Hidden Curriculum or Implicit Curriculum.

So, what will be the roles and responsibilities of the teacher in the
relations with the school curriculum, specifically in the K to 12 or the enhanced
curriculum for basic education? Teachers then should be multi-talented
professionals who:

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GUERRA, REIZEL P.
BTLED ICT 4B

 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluation the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

ACTICITY 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the

school setting. Recall the types of curriculum mentioned earlier. Can you spot
where these are found? Let’s do a hunting game!

OBSERVE

Resource Teacher: GILBERT B. ZAMORA Teacher’s Signature:

School: ZAMBOANGA NATIONAL HIGH SCHOOL WEST
Grade/Year Level: GRADE 9 Date:11-12-2024 Subject Area: TECHNICAL
DRAFTING
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process and record your information in the matrix below. Describe
your observations.

Type of Curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum
(Teaching Learning
Process)
4. Supported
Curriculum (Subject
Textbook)

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GUERRA, REIZEL P.
BTLED ICT 4B

5. Assessed Curriculum
(Assessment Process)

6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum
(Media)

ANALYZE

Which of the seven types of curriculum in the school setting is easy to find?
Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one
another?

Draw a diagram to show the relationship of one curriculum to the other.

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GUERRA, REIZEL P.
BTLED ICT 4B

REFLECT

Make a reflection on the diagram that you have drawn.

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GUERRA, REIZEL P.
BTLED ICT 4B

ACTICITY 8.2
The Miniscule School Curriculum: The
Lesson, A Closer Look

Resource Teacher: GILBERT B. ZAMORA Teacher’s Signature:

School: ZAMBOANGA NATIONAL HIGH SCHOOL WEST
Grade/Year Level: GRADE 9 Date:11-12-2024 Subject Area: TECHNICAL
DRAFTING OBSERVE

This activity requires a full lesson observation from Motivation to

assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the different components of the miniscule
curriculum: The Lesson
3. Follow the three major components of a curriculum (Planning,
Implementing, Evaluating/Assessing). Observe and record your
observation.
Observe and Record Observation on the Following Aspects
Key Guide for Observation (Carefully look for
Major Curriculum Indicators/behavior of the teacher along the
Components key points. Write your observation and
description in your notebook.)
1. Borrow the teacher’s lesson plan for the day.
What major parts do you see? Request a copy for
use.
Answer the following questions.
a. What are the lesson objectives/learning
outcomes?
A. Planning
b. What are included in the subject matter?
c. What procedure or method will the teacher
use to implement the plan?
d. Will the teacher assess or evaluate the
lesson? How will this be done?

Now, it’s time to observe how the teacher

implemented the prepared lesson plan. Observe
closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
B. Implementing c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they
participating in the class activity?
f. Was the lesson finished within the class
period?
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GUERRA, REIZEL P.
BTLED ICT 4B

Did the learning occur in the lesson taught? Here

you make observations to find evidence of
learning.
C.
a. Were the objectives as learned outcome
Evaluating/Assessin
achieved?
g
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of
evidence.

ANALYZE

Write a paragraph based on the data you gathered using these key
questions.

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

2. Was the lesson implemented as planned? Describe.

_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?

_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________

4. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.

_________________________________________________________________________________________
_________________________________________________________________________________________
_____________________________________________________________________________

REFLECT

Based on your observations and tasks in activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.

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GUERRA, REIZEL P.
BTLED ICT 4B

Constructive
ACTICITY 8.3
Alignment of the Components of a
Lesson Plan
Resource Teacher: GILBERT B. ZAMORA Teacher’s Signature:
School: ZAMBOANGA NATIONAL HIGH SCHOOL WEST
Grade/Year Level: GRADE 9 Date:11-12-2024 Subject Area: TECHNICAL
DRAFTING OBSERVE

Using the diagram below fill up the components part of the Lesson Plan.

I. Title of the Lesson:

II. Subject Area:
III. Grade Level:

Outcomes Teaching Assessment

Method

Fill this up Fill this up Fill this up

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GUERRA, REIZEL P.
BTLED ICT 4B

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________

2. Will the outcomes be achieved with the teaching method used? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________

3. What component would tell if the outcomes have been achieved?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________

REFLECT

What lessons have you learned in developing or writing the lesson plan?

What value will it give to the teacher if the three components are aligned?

SHOW your Learning Artifacts

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GUERRA, REIZEL P.
BTLED ICT 4B

Learning Artifacts for Activity 1-3 (Present the Artifact for activity 1, 2, and
3)

Activity 1: Artifact

1. Present an evidence for each kind of curriculum operating in the school

setting. This can be in pictures, realia, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three
components of the lesson plan.
a. Example
Lesson Title:
Subject Area:
Grade Level:
Learning Outcomes Teaching Methods Evaluation

 LINK Theory to Practice

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GUERRA, REIZEL P.
BTLED ICT 4B

Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculums.

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.

2. A professional teacher should posses the following skills to address the

need for a curriculum EXCEPT one. Which one is NOT?
A. Knower of the curriculum.
B. Believer of the curriculum.
C. Implementer of the curriculum.
D. Writer of the curriculum.

3. The influence of multimedia, peers, community tradition, advancement of

technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred to as _________.
A. Written curriculum.
B. Recommended curriculum
C. Implemented curriculum.
D. Hidden curriculum.

4. Which two components of the lesson plan (as a miniscule curriculum)

should be aligned?
I. Outcomes and Assessment.
II. Assessment and Teaching Methods.
III. Outcomes and Teaching Methods.
A. I only B. II only. C. III only. D. I, II and III.

5. What is the most important reason why there should be constructive

alignment of the components of the curriculum?

A. For ease of correcting by the school principal.

B. To assure that each component contributes to the attainment of the
learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.

EVALUATE Performance Task

Evaluate your Performance Task Field Study 1, Episode 8 – Close Encounter with the School
Curriculum
Learning Outcomes:
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GUERRA, REIZEL P.
BTLED ICT 4B

 Identify the different curricula that prevail in the school setting.

 Describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of
learning outcomes.
 Analyze if the teacher aligns the objectives to subject matter to teaching
strategies and assessment.
Name of FS Student: GUERRA, REIZEL P. Date Submitted: 11/16/2024
Year & Section: ICT 4B Course: BTLED

Very Need
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
All observation One (1) to two (2) Three (3) observation Four (4) or more
Accompli questions/tasks observation questions/tasks not observation
shed completely answered/ questions/tasks not answered/ questions/tasks not
Observat accomplished. answered/ accomplished. answered/
ion Sheet accomplished. accomplished.
All questions were All questions were All questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answer are with depth answer are clearly answer are not clearly not answered; answers not
and are thoroughly connected to connected to theories; connected to theories;
Analysis grounded on theories; theories; grammar one (1) to three (3) more than four (4)
grammar and spelling and spelling are free grammatical/spelling grammatical/ spelling
are free error. error. errors. errors.

Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what supported by what shallow; somewhat supported by what were
Reflectio were observe and observed and supported by what observed and analyzed.
n analyzed. analyzed. were observed and
analyzed.
Portfolio is reflected Portfolio is reflected Portfolio is not reflected Portfolio is not reflected on
on in the context of on in the context of on in the context of the in the context of the
the learning the learning learning outcomes; learning outcomes; not
Learning outcomes; complete, outcomes; complete, complete, not complete, not organized,
Artifacts well-organized, highly well-organized, very organized, relevant to not relevant.
relevant to the relevant to the the learning outcome.
learning outcome. learning outcome.

Submissi Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
on deadline deadline the deadline more after the deadline
Comment/s Rating:
Over-all Score (Based on
Transmutatio
n)

TRANSMUTATION OF SCORE TO GRADE/RATING

7-
Score 20 19-18 17 16 15 14 13-12 11 10 9-8
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
below

REGAN C. SITOY
Signature of FS Teacher above Printed Name Date

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