Close Encounter with the School Curriculum

Learning Episode
8

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 curriculum. The recommended curriculum was translated into
written curriculum like books, modules, teachers’ 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 a learning plan. The teacher the 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.

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.

REVISIT the Learning Essentials

School Curriculum: What is this about?

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 From a broad perspective, curriculum is defined as the total 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 a8 a guide in the
implementation of the formal education for K. to 12.

What are the salient features of the K to12 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 1earners, 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. builds 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 skills. This process
strengthens the mastery and retention.
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 carcer 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 to12 curriculum 1s the Recommended Curriculum. It is to
be used nationwide as mandated by 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 a lesson plan has to be implemented. It is putting life to the written
curriculum, which 1s 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. This 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 ccurriculum 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.

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  However, there are unplanned curriculum in schools. These are not written, nor deliberately taught
but they influence learning. 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:
 know and understand the curriculum as enumerated above,
 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE,
REFLECT
Activity 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? Lets do a hunting game!

OBSERVE
Resource Teacher:___________________ Teacher’s Signature:______________ School: ________________
Grade/Year Level:___________________ Subject Area:___________________ Date:_________________

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 It can be found in the CIDC,
and the teachers have their
1. Locate where you can find the following curriculum in the school setting. Secure a copy, make
own copy of the Learning
observations of the process and record your information in the matrix below. Describe your observations.
Activity Sheet (LAS).
Type of Curriculum Where found Description

1. Recommended Curriculum (K to 12 The desired curriculum guide The K-to-12 Curriculum

Guidelines) was unavailable at the CIDC Guidelines serve as the
office. However, the foundation for the CIDC
coordinators confirmed that coordinators in designing
the school adheres to the and developing the
DepEd K-to-12 Curriculum school's written curriculum.
Guidelines, which are readily
accessible online.
2. Written Curriculum (Teacher’s Lesson Plan) The subject teachers are
the ones who construct the
school’s written
curriculum. The content
and learning competencies
are based on the K-12
guidelines and are
composed of learning
outcomes, subject matter,
content, and assessment
which will serve as their
learning plan. After writing,
It can be found inside the it was then given and
classroom approved by the CIDC
coordinators.
3. Taught Curriculum (Teaching Learning Teachers use the Learning
Process) Activity Sheets (LAS) as
their guide to teach the
lessons to their students in
the classroom."
4. Supported Curriculum (Subject textbook)  There is a specific book  It serves as a guide and
for each subject but there learning materials in
was no book for teaching the lesson.
Mathematics, Elective,
Research, and Computer  Laboratories aid to
Ed. support the application
 There is also a Computer of discussions.
and Science laboratories.
5. Assessed Curriculum (Assessment Process) It can be found in the activity Each LAS has its activity
sheets of the LAS. sheet written after the
lessons. The teacher is the
only one who has the copy.
Usually, they write it on the
board for the students to
see and answer.
6. Learned Curriculum (Achieved Learning It can be found on the results Student performance on
Outcomes) of the assessment. the activity sheets will
determine their achieved
learning outcomes, which
can range from low to high
depending on their

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 learning progress.
7. Hidden Curriculum (Media) At the office. It describes what students
learn from the school's
physical environment,
policies, and procedures.

ANALYZE

Which of the seven types of curriculum in the school setting is easy to find? Why?
The easiest curriculums that can be found are the written and taught curriculum since it is
everyday use by the teacher.
Which is difficult to observe? Why?
The most difficult to observe is the hidden curriculum, because it is only applied to any
learning outcomes that are not designed in a lesson plan.
Are these all found in the school setting? How do curricula relate to one another?
Yes. All curricula are found in the school setting, but not all subjects are implemented. The
supported curriculum and taught curriculum are not difficult to observe.The relationship between
curricula related to one another is highly connected and they both serve to enhance each other.
Thus curriculum is the foundation of education and the curriculum is what makes education
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT
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 Make a reflection on the diagram that you have drawn.
The relationship between different curricula is complex and multifaceted. They often
intersect, overlap, and influence one another to create a comprehensive framework for education.
The Recommended Curriculum provides a national direction, while the Written Curriculum
translates this into a structured plan for teachers. Supported Curriculum, on the other hand, equips
teachers with the necessary resources for effective implementation while Taught Curriculum
reflects the teacher's interpretation and delivery of the content, incorporating diverse teaching
methods. Aside from that, the Assessed Curriculum evaluates student learning and provides
feedback for improvement. The Learned Curriculum represents the actual knowledge, skills, and
attitudes that students acquire, demonstrating the effectiveness of the entire process. Finally, the
Hidden Curriculum encompasses the unspoken values and norms influencing student learning,
emphasizing the importance of creating a positive and inclusive learning environment.

The Miniscule School Curriculum: The Lesson, A Closer Look

Activity 8.2

Resource Teacher:___________________ Teacher’s Signature:______________ School: ________________

Grade/Year Level:___________________ Subject Area:___________________ Date:_________________

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 and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Curriculum Planning Key guide for observation (carefully look for the indicators/behavior of the
teacher along the key points. Write your observation and description in your
notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do
yopu see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
To determine all the possible subsets of a set
b. What are included in the subject matter?
Universal Sets and Subsets
c. What procedure or method will the teacher use to implement the
plan?
Lecture Method and Exercise

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 d. Will the teacher assess or evaluate the lesson? How will this be
done?
Yes, this was done through an exercise activity
B. Implementing 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?
He started the class by discussing the topic written on the board
b. What procedure or steps were followed?
He asks students what is the previous topic which is all about the
Equal and Equivalent Sets
c. How did the teacher engage the learners?
He gave examples and let the students answer orally
d. Was the teacher a guide at the side?
She is the facilitator of the activity. She just gave examples and
exercises and let the students answer
e. Were the learners on task? /Or were they participating in the class
activity?
Yes, the learners participate and answer the given examples. Those
who can’t answer will remain standing.
f. Was the lesson finished within the class period?
Yes, there is still enough time for the students to copy the lessons.

C. Evaluating/ Did learning occur in the lesson taught? Here you make observations to find
Assessing evidence of learning.
a. Were the objectives as learned outcomes achieved?
Yes, at the end of the lesson, the students were able to determine all
the possible subsets of a set
b. How did the teacher assess/evaluate it?
The teacher assesses the students by giving a set of exercises to be
answered.
c. What evidence was shown? Get pieces of evidence.

ANALYZE

1. How does the teacher whom you observed compare to the ideal characteristics or competencies of
global quality teachers?
The observed teacher is a Mathematics teacher who shows a high level of mastery of the
subject matter. Sir Yu is very enthusiastic about discussing the lesson and patiently answers all the
questions of the students. He ensured that everyone was included by calling their attention and
encouraging them to answer the given exercises. Thus, I can say that he possessed the
characteristics of a competent teacher.

2. Was the lesson implemented as planned? Describe.

Yes, the lesson implemented was aligned with what he planned or written in the LAS and
gave an exercise/quiz afterward.

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager?
Satisfied and contented? Disappointed and exhausted?
Sir Yu felt satisfied and contented after the lesson was taught and was happy that the
students easily understood the topic. There was also a remaining time that signifies he really
managed his time while discussing. He even entertained us when we asked some questions about
the grading system and patiently discussed to us the AKIC grading system.

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

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 The students are pleased with what they have learned that day. They asked questions, and
Sir Yu responded immediately, allowing for some interaction and ensuring that the class did not get
monotonous.

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make a
short paragraph on the topic.
To begin, I will do some research for my chosen topic, and I will create a visual aid that I will be
using. In implementing the lesson plan, I'd briefly review the previous lesson and before I introduce a new
topic, I will utilize a motivational activity to catch their attention and afterwards, introduce the new topic. I
will also gather engaging resources like concrete examples. The lesson would conclude with a summary
and a fun activity to reinforce learning, aiming for an enthusiastic start and a satisfying finish. Similarly, for
my teaching observation, I'll experiment with varied teaching methods (like pair and group work) and
assessments (quizzes, games) related to the students and subject. I also realized the need for a lapel to
improve the loudness and effectiveness of my voice ensuring that my students can hear my discussion.

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 Activity 8.3Constructive Alignment of the Components of a Lesson Plan

Resource Teacher:___________________ Teacher’s Signature:______________ School: ________________

Grade/Year Level:___________________ Subject Area:___________________ Date:_________________

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Universal Sets and Subsets
II. Subject area: Mathematics (Integrated Mathematics)
III. Grade Level: Grade 7

LEARNING TEACHING ASSESSMENT

METHOD AND EVALUATION
OUTCOMES

To determine all  Begin the class Determine all

the possible with asking the the possible
subsets of a sets previous lesson subsets of
which is all about the subset.
Equal and
Equivalent Sets 1. {head,
 Discuss what is a tail}
Subset and a 2. {1, 2,7}
proper subset. 3. {c, d}
 Give examples 4. {1,2,3,4,5
and let the }
students answer 5. {m,a,t,h}
on their concept
notes.
 Give exercises
which is
composed of 5
equations.

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

Yes, the learning outcome, teaching method, and assessment are constructively aligned.
The method involves a combination of discussion, a series of examples, and assessments, all

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 geared towards achieving the outcome. Also, the assessment questions which are the exercises
directly align with the learning outcome, covering the possible subsets of the subset.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes. By giving examples, the students are able to understand more the topic. By asking
questions, it encourages the students to actively observe and participate in the learning
process. The more they participate, the more they achieve the learning outcomes. In other
words, the teaching methods are aligned well with the learning outcomes.

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

The assessment component, particularly students' ability to answer questions related to
subsets and proper subsets, directly measures whether the intended learning outcomes have
been achieved. Successful student performance on these assessments provides evidence that
the teaching methods employed were effective in conveying the necessary knowledge and
skills.

REFLECT

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

One of the most essential things I learned is that an effective lesson plan is something that
every teacher should aim for. Having an effective lesson plan will serve as a blueprint for the
teachers as it serves as a guide to follow when teaching a lesson. I also learned that technology,
writing, and reading should all be addressed in a lesson plan. These skills must be practiced
throughout a student's life, and we must include them into many elements of their schooling to
help them.

What value will it give to the teacher if the three components are aligned?
Aligning learning objectives, instruction, and assessment provides significant value for
teachers. This alignment ensures that teaching activities directly support the intended learning
outcomes and that assessments accurately measure student achievement of those objectives. This
clarity and focus maximize instructional effectiveness, minimize wasted effort, and provide valuable
data for both teachers and students to monitor progress and make necessary adjustments.

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 Learning
SHOW Artifacts for ActivityArtifacts
Your Learning 1-3
Present an artifact for Activity 1, 2 and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can be
in pictures, realia, documents or others.

Recommended Curriculum (K to 12 Guidelines) Written Curriculum (Teacher’s Lesson

Plan)

Taught Curriculum (Teaching Learning Process)

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 Assessed Curriculum (Assessment Process)

Supported Curriculum (Subject textbook)

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 Learned Curriculum (Achieved Learning Outcomes)

Hidden Curriculum (Media)

Since it is the influence of the media we are talking about, this is found within the students. They
may or may not have cellphones which influence their learning.

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

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 Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.

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 EVALUATE Performance
Task
Evaluate your Work Task Field Study 1. Episode 8 – Close Encounter with the School Curriculum
Learning Outcomes:
 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.
Name of FS Student ___________________________________ Date Submitted: _____________________
Year & Section: _______________________________________ Course: ____________________________
Learning Excellent Very Satisfactory Need
Episode Satisfactory Improvement
4 3 2

Accomplished All observation One (1) to two Throe (3) Four (4) or more
observation questions/tasks (2) observation observation
Sheet Observation Questions/tasks questions/ tasks
completely
questions/ tasks not answered / not answered /
answered/accomplish not answered / accomplished. accomplished,
ed. accomplished.

Analysis All questions were All questions Questions were Four (4) or more
answered completely; were answered not answered observation
answers are with depth completely; completely; questions were
and are thoroughly answers are answers are not not answered;
grounded on theories; clearly connected clearly connected answers not
grammar and spelling are to theories; to theories; one connected to
free from error. grammar and (1) to three (3) theories; more
spelling are free grammatical / than four (4)
spelling errors, grammatical/

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 from errors. spelling errors,

Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what were depth; supported shallow; shallow; rarely
observed and analyzed by what were somewhat supported by
observed and supported by what were
analyzed what were observed and
observed and analyzed
analyzed

Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not

Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the the context of the the context of
Complete, well. learning learning the learning
organized, highly relevant outcomes, outcomes. outcomes; not
to the learning outcome Complete; well Complete; not complete; not
organized, very organized, organized, not
relevant to the relevant to the relevant
learning outcome learning outcome

Submission Submitted before the Submitted on the Submitted a day Submitted two
deadline deadline after the (2) days or
more after the
deadline
deadline

COMMENT/S

Overall Score Rating:

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-
below

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Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to I2 curriculum.

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 possess the following skills to address the need for a
curricularist 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 in 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. Ill only D. 1, Il and Ill

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.

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