ED5

1. Republic of the Philippines
PALAWAN STATE UNIVERSITY
Puerto Princesa City
College of Community Resources Development-NARRA
COURSE SYLLABUS
Approval Sheet
Course Title: THE TEACHER AND THE SCHOOL CURRICULUM
Course Code/ Number: ED-5
Revision Level Effective Date Details of Origination/ Revision Author/ Subject Matter Expert
01 September 01,2022 Added:
New reference, topics, activities, and assessment tasks.
Prepared by Recommending Approval Approved
Kimberly Joyce M. Ardais
Name and Signature of Faculty Member
_________DARWIN O. ANIAR____________________
Name and Signature of Department Chairperson
_____GERLIE J. BONI________
Name and Signature of College Dean
Date: Date: Date:

2. COURSE SYLLABUS
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COURSE SYLLABUS IN THE TEACHER AND THE SCHOOL CURRICULUM
PSU Vision A premier State University in Southeast Asia that provides excellent and relevant higher education for sustainable development.
PSU Mission The Palawan State University is committed to upgrade the quality of life of the people by providing quality higher education opportunities
through excellent instruction, research, extension, production services and transnational collaboration.
PSU Shared Values E – Excellence ; L – Leadership ; A - Advocacy for Sustainable Development ; S – Social Responsibility ; T – Teamwork ; I – Integrity ;
C – Commitment
Institutional Outcomes The Palawan State University graduates are expected to be agents of change, creative and critical thinkers, effective communicators,
research-oriented learners, and value laden individuals.
College Goals and
Program Objectives The goal of PSU Narra Campus is to produce academically competent, employable professionals and productive, skillful middle level
entrepreneurs who will lead the development of the province and the region.
The Objectives of the Program are;
1. Equip students with the knowledge, skills and values that are essential in affective teaching in the Elementary level.
2. Enable the students to pass government examinations particularly the Licensure Examination for Teachers. (LET)
3. Produce quality faculty in the Elementary Level.
Course Title THE TEACHER AND THE SCHOOL CURRICULUM
Course Code/ Number ED-5
Course Description This course includes the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage
prospective teachers as curricularists The more active role of the teacher in planning , implementing, and evaluating school-curriculum as
well as in managing school curriculum change vis-a vis various context of teaching –learning and curricular reforms shall be given
emphasis.
Credit Units 3 units

3. COURSE SYLLABUS
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Course Prerequisites None
Link to Program
Outcomes Course Outcomes Program Outcomes
a b c
A. identify the personal and professional competencies of teachers I D P
B. describe the traits of 21st century teachers I D P
C. explain the Philippine Professional Standards of Teachers (PPST) I D P
D. elaborate on curriculum and curriculum development concepts, nature
and purposes (Proficient Communicator)
I D D
E. compare curriculum models and approaches (Proficient
Communicator )
I D P
F explain curriculum delivery and implementation(Proficient
Communicator
P D D
e. apply the tools or instruments for monitoring curriculum
implementation and assessment in real life situations.(Life-long learner)
Legend ( for program outcomes):
I- Introduced concepts/ principle P- Practiced with supervision D- Demonstrated across different settings with minimal
supervision
Course Outcomes The students must be able to exhibit the following learning outcomes:
A.identify the personal and professional competencies of teachers
B. describe the traits of 21st century teachers
C. explain the Philippine Professional Standards of Teachers (PPST)
D. elaborate on curriculum and curriculum development concepts, nature and purposes (Proficient Communicator)
E. compare curriculum models and approaches (Proficient Communicator )
F explain curriculum delivery and implementation(Proficient Communicator
e. apply the tools or instruments for monitoring curriculum implementation and assessment in real life situations.(Life-long learner

4. COURSE SYLLABUS
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Course Format This is a lecture course given a 3-hour schedule per week where the professor and the students are expected to meet via Full face to face
Google Classroom/Gmeet/ Messenger for the whole semester. The course will provide opportunities for students to introduce the concept
of new literacies in the 21st century as evolving social phenomena and shared cultural practices across learning areas.
LEARNING PLAN
TIME
FRAME
Intended Learning
Outcomes
Course content/Subject
Matter/Topics
Teaching and Learning
Activities
Instructional Resources Assessment
Tools/Tasks
Textbooks/References
WEEK
1
At the end of the session,
the students should be able
to:
 relate the course to
the attainment of
the vision, mission,
college goal and
objectives
 demonstrate
understanding of
the core values and
Quality Policy
1. VMGO
1.1 PSU Vision, Mission,
Goals & Objectives
1.2. PSU Core Values
1.3. PSU Quality Policy
 Leveling of expectation
 Brainstorming
 Group discussion and
 Student handbook
 Printed VMGO
 Course Outline
 Recitation  PSU Manual

5. COURSE SYLLABUS
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 explain the VMGO,
Core Values and
Quality Policy
use of graphic
organizer for concept
mapping
Week
1-2
 Define Curriculum
 Analyze the Different
types of curriculum
 Discuss different
curriculum foundations
 Discuss different
curriculum conceptions
Course Orientation
I. Understanding
Curriculum
A. Definition of Curriculum
B. Different Types of
Curriculum
C. Curriculum Foundations
D.Curriculum Conceptions
E. Elements of a Curriculum
 Lecture/ discussion on
the concept of new
literacies
 Reporting
 PowerPoint
presentation
 Active participation
New normal
 Learning book
 Recitation
 Presentation of
Output
 Participation in
the talking
circle
 Paper-and-pen
test
 Reflection
paper
Gargiulo, Richard M.
(2013) Teaching in
today's inclusive
classrooms. 2nd ed.
Australia: Wadsworth
Cengage Learning.
Week
3-4
 Discuss different
curriculum sources and
influences.
 Analyze different level
of curriculum planning
 Identify Different roles
of teachers and school
administrators in
curriculum planning.
II. Curriculum Planning
A. Curriculum
sources and
Influences
1.Society as source of
curriculum
2. Learner as source of
curriculum
3. Discipline or Subject
matter as source of
 Leveling of expectation
 Brainstorming
 Group discussion
 Reporting
 Handouts
 PowerPoint Present
ation
 LCD Projector
 Paper and
Pencil Test
 Recitation
Gargiulo, Richard M.
Teaching in today's
inclusive classrooms: a
universal design for
leaning approach.
Third edition
Anderson,L,W

6. COURSE SYLLABUS
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curriculum
B. Curriculum
Influences
1.Students
2.School’s Vision,Mission
and Core Values
3.Admission and Retention
Policies
4.Faculty Members
5.School Administrator and
board of Trustees
6.Acreediting Agencies
7.Goverment Policies and
Agencies
8.Market Demands(General)
9.Alumni
10.Media and Information
and Communication
Technologies (ICT)
11.The church and Church-
related Agencies
12.School facilities and other
resources
13.Student Services
Krathwohl,D.R. Et al
Eds 2001. A taxonomy
for learning teaching
and assessing;A
revision of Blooms
Taxonomy of
Educational
Objectives.Allyn@baco
n.Boston,MA
Borabo, Milagros L.
Interactive and
innovative teaching
strategies 1: a resource
book for 21st century
teachers.
Week
5-6
 Define what
curriculum design is
 Identify different
examples of curriculum
designs
 Discuss the things to
III. Curriculum Design
A. Definition of
Curriculum
design
B. Different
 Leveling of expectation
 Brainstorming
 PowerPoint
presentation
 Internet connection
 Sharing in
class/Recitation
 Evaluation of
my curriculum
design
Borabo, Milagros L.
Interactive and
innovative teaching
strategies 1: a resource
book for 21st century
teachers.

7. COURSE SYLLABUS
Doc Ref. No.: Revision Level: Effective Date: Page Number:
consider in designing a
curriculum and
 Identify the features of
a good curriculum
design.
Curriculum
Design
C. Things to
consider in
Designing
Curriculum
D. Sequencing
Curriculum
Content
 Group discussion
Reporting
Week
7-8
 Analyze different
curriculum models
 Examine the strength
and weaknesses of a
curriculum
 Discuss how these
curriculum
development models
can be applied in
Philippine context.
IV. Curriculum
Development
A.Different Curriculum
Development Models
B.Linear Models of
curriculum Development
C.Cyclical Models of
Curriculum Development
D. Dynamic Models of
Curriculum Development
E.Processes for Developing
Curriculum Under Pawilens
Model
F. Analysis of Different
Curriculum Development
Models
 Discussion
 Collaboration
 Leveling of expectation
 Brainstorming
 Reporting
 Oral Recitation
 Quizzes
 Paper and
pencil test
 PowerPoint
Presentation
 LCD Projector
Anderson,L,W
Krathwohl,D.R. Et al
Eds 2001. A taxonomy
for learning teaching
and assessing;A
revision of Blooms
Taxonomy of
Educational
Objectives.Allyn@baco
n.Boston,MA
Week
9-10
 Identify different
curriculum workers.
 Analyze different levels
of curriculum
implementation in the
V.Curriculum
Implementation
A.Curriculum Evaluation
B.Curriculum Workers
C.Levels of Curriculum
 Lecture-presentation
 Peer discussion
 Forum discussion:
 Powerpoint
presentation  Recitation
Anderson,L,W
Krathwohl,D.R. Et al
Eds 2001. A taxonomy
for learning teaching
and assessing;A

8. COURSE SYLLABUS
Doc Ref. No.: Revision Level: Effective Date: Page Number:
Philippine context
 Discuss the factors to
consider in
implementing a
curriculum.
Implementation
D.Things to consider in
Implementing the
Curriculum
revision of Blooms
Taxonomy of
Educational
Objectives.Allyn@baco
n.Boston,MA
Week
11-12
 Analyze different
curriculum evaluation
models
 Identify several factors
that are considered in
evaluating curriculum
in the Philippine
context.
VI.Curriculum
Evaluation
A.Curriculum Evaluation
B.Purposes of curriculum
evaluation
C.Curriculum Evaluation at
the school or system or
school system Level
C.Models of curriculum
Evaluation
 Leveling of expectation
 Brainstorming
 Group discussion
Reporting
 Handouts
 PowerPoint
Presentation
 LCD Projector
 Oral Recitation
 Quizzes
Borabo, Milagros L.
Interactive and
innovative teaching
strategies 1: a resource
book for 21st century
teachers.
Week
13-14
 Define curriculum
innovation
 Analyze the different
types of curriculum
innovations
 Appreciate the positive
contribution of
curriculum innovations
in the education
system.
VII.Curriculum
Innovation
A.Curriculum Innovation
B.Standard-based
Curriculum
C.Multicultural Curriculum
D.Indigenous Curriculum
E.Brain-Based Education
F.Gifted Education
Curriculum
G.Differentiated Curriculum
H.Technology Integration in
the Curriculum
I.Outcomes-based Education
J.Transition Curriculum
 Discussion
 Collaboration
 Leveling of expectation
 Brainstorming
 Handouts
 PowerPoint
Presentation
 LCD Projector
 Reflection
paper
 Pre-Final exam
Anderson,L,W
Krathwohl,D.R. Et al
Eds 2001. A taxonomy
for learning teaching
and assessing;A
revision of Blooms
Taxonomy of
Educational
Objectives.Allyn@baco
n.Boston,MA

9. COURSE SYLLABUS
Doc Ref. No.: Revision Level: Effective Date: Page Number:
 Reporting
Week
15-16
 Discuss the key roles of
teacher leaders in
curriculum processes.
 Discuss the
importance of teachers
as curriculum leaders
in planning and
evaluating instruction.
 Discuss the roles of
teachers as curriculum
leaders in the K-12
Education Program
 Identify ways to
develop teachers
leaders in curriculum.
VII. Teachers as
curriculum Leaders
A.Key roles of Teachers as
Leaders in curriculum
Processes
B.Teachers as Curriculum
Leaders in Instructional
Planning Process
C. Teachers as Curriculum
Leaders in Evaluating
Instruction
D. Teachers as Curriculum
Leaders in K-12 Education
Reform
E. Teachers as Curriculum
Leaders of 21st Century
Learning
F.Exercising Curriculum
leadership in selecting
textbooks and other
Instructional Materials
G. Developing Teachers as
Curriculum Leaders
 Discussion
 Collaboration
 Leveling of expectation
 Brainstorming
 Reporting
 Handouts
 PowerPoint
Presentation
 LCD Projector
 Recitation
 Presentation of
Output
 Participation in
the talking
circle
 Paper-and-pen
test
 Reflection
paper
Anderson,L,W
Krathwohl,D.R. Et al
Eds 2001. A taxonomy
for learning teaching
and assessing;A
revision of Blooms
Taxonomy of
Educational
Objectives.Allyn@baco
n.Boston,MA
Week
17
 Discuss the process for
unpacking curriculum
standards and
competencies
 Experience unpacking
curriculum
VIII-Unpacking
Curriculum Standards
and Competencies
A.Definition and Examples
of Curriculum Standards and
 Group discussion
 Reporting
 Brainstorming
 Handouts
 PowerPoint
Presentation
 LCD Projector
 Recitation
 Presentation of
Output
 Participation in
the talking
circle

10. COURSE SYLLABUS
Doc Ref. No.: Revision Level: Effective Date: Page Number:
competencies to
identify appropriate
instructional strategies
and assessment tools.
Competencies
B.Steps for Unpacking
Curriculum standards and
Competencies
C.Other Techniques for
unpacking curriculum
standards and competencies
 Paper-and-pen
test
 Reflection
paper
WEEK
18 FINAL EXAMINATION
Course References
Anderson,L,W Krathwohl,D.R. Et al Eds 2001. A taxonomy for learning teaching and assessing;A revision of Blooms Taxonomy of Educational
Objectives.Allyn@bacon.Boston,MA
Borabo, Milagros L. Interactive and innovative teaching strategies 1: a resource book for 21st century teachers.
Bain, Alan. Transforming the measurement of learning and teaching in higher education.
Gargiulo, Richard M. Teaching in today's inclusive classrooms: a universal design for leaning approach. Third edition
Gargiulo, Richard M. (2013) Teaching in today's inclusive classrooms. 2nd ed. Australia: Wadsworth Cengage Learning.
Additional Materials
 Online website
 Google
 PSU Handbook
Course Requirements
 Written Outputs
 (academic papers , reflection papers,assignment,quizes-40%
 Performance Task-Recitation,Reporting,Activity,Final exam and Midterm Exam=60%

Course Policies • Start and end class on time.
• Come to class on time
• Attentiveness and engaged in class.

11. COURSE SYLLABUS
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• Refrain from using cell phones during class
• Spend an adequate amount of time on the homework, trying to solve and understand each problem.
• Engage in classroom activities
• Absences due to health reason or any valid reason, student shall present a medical certificate or letter with affixed signature of
parents.
• Seek help when appropriate.
• The student must submit requirements on or before the due date. a 5-point deduction will be implemented for the late submission
of requirements.
• The student must wear the prescribed uniform.
• Three consecutive late is equivalent to 1 absent.
• Memorized the PSU VISION AND MISSION OF SCHOOL
Supplementary Material/s  Laptop
 Internet
 LCD Projector/Wide Screen TV
 Games/Activity materials
 Podium
 Microphone
 Office materials and set up
 Rubrics
Consultation Period Tuesday& Friday 9:00-11:00AM Faculty Room

12. COURSE SYLLABUS
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