Menchero, Mary Shanel R.

2SEDF-A

1. In your own words give the meaning of curriculum in terms of:

A. Subject

A curriculum that is separated into different subjects, such as math or

history, is known as a subject-based curriculum. There is minimal
emphasis on creating cross-curricular connections because each
subject is separate. The subject, rather than the individual, is the
focus of this form of learning.

A curriculum is created with a particular educational goal in mind.

The purpose is to improve students' knowledge and learning in
general. One of the key reasons for creating a curriculum is to ensure
that education is uniform and that all institutions are working toward
the same objectives. Primary schools, for example, seek to offer a
specific curriculum so that pupils are prepared for what they will
learn in high school.

Learning the specifics of a subject is the focus of a subject-based

education. Before the completion of the course, all students are
expected to have acquired a specified list of standard knowledge.
The students will next be tested under timed conditions to check if
they have met the minimum requirements. If students do not meet
this standard, they will have to redo the course or leave the
university.

B. Subject matter

Subject matter is a crucial dimension or commonplace of curriculum;

nevertheless, it cannot be fully appreciated without understanding
its interdependence and interplay with the other three
commonplaces (teachers, learners or students, and milieu). Because
of the interconnectedness of commonplaces, which is always
changing, educators must constantly adjust the relationship
between them through continuing discourse.
C. Course of study

A course of study is a collection of courses that all students must

complete before progressing to the next level of their education or
earning a diploma. During each of the four standard years of high
school, a course of study will normally include mandated subjects in
the four subject areas English language arts, math, science, and
social studies. Because elementary and middle schools often
provide pupils with a predetermined academic program with fewer
elective courses, the term "course of study" almost always refers to
high school requirements.

A course of study's overall educational goal is to ensure that all

students enroll in and finish courses that are regarded academically
and culturally essential that is, courses that teach students the
foundational information and skills they will need in college, careers,
and adult life. However, the fundamental course of study for some
students may alter based on the organization of the academic
program at a given school. Some schools, for example, offer distinct
academic programs in addition to their regular academic programs
for example, the International Baccalaureate or theme-based
academies, among many other possibilities and students enrolled in
these programs will almost certainly have to meet different
requirements to complete the program or earn a diploma.

D. Program of study

Career and technical content areas that, incorporate secondary

and postsecondary education elements; include coherent and
rigorous content aligned with challenging academic standards and
relevant career and technical content in a coordinated,
nonduplicative progression of courses that align secondary and
postsecondary education to adequately prepare students to
succeed in postsecondary education; may include the opportunity
for secondary students to participate in a program of study; may
include the opportunity for secondary students to participate in a
program of study; may include the opportunity for secondary
students to participate in a program of study.
E. Plan learning outcomes

When creating a syllabus for a course, the instructor must decide the
topics to cover and the required degree of understanding that
students will demonstrate for each topic. The instructor determines
which topics require students to display higher levels of thinking, and
then builds assessment methods around those themes. The ultimate
result is a combination of measurable learning outcomes and tests
aiming at them assessments that are adjusted to the relative
relevance of the instructor's various themes.

Bloom's (updated) taxonomy is a useful tool for organizing expected

levels of teaching, learning, and assessment. From lower levels of
thinking remembering and understanding to higher levels of thinking
applying, analyzing, evaluating, and creating Benjamin Bloom
grouped cognitive skills into six categories.

F. Strategy

Methods incorporating inductive teaching and learning, higher

levels of thinking, open-endedness, discovery, evidence of
reasoning, choice, group involvement, pacing, and the range of
processes used are among the process-oriented strategies.

When students exhibit what they've learned, the outcome-oriented

principles address "the nature of goods expected of students".
Learning outcomes should address genuine problems, problem
solving, communication aspects, evaluation characteristics, content
transformation from one form to another, variety of products
generated, self-selection of product format, and student guidance
to real audiences, according to the authors.

G. Combination of substantive and methodological elements

Curriculum design is a concrete and explicit procedure that outlines

the way in which the elements involved in the learning process act
simultaneously in a clear and structural manner. Its rationale must
meet the needs of a current or relevant society. In that sense, it must
be adaptable, open to criticism, and changeable, which implies it
must be created in the context of society and culture. The challenge
for universities is to present an educational project that follows the
broad criteria set in curriculum design, conforms with local, regional,
and worldwide demands, and focuses on the relevant needs of a
developing society.

H. All of the plan experiences of the learner

• Reflection and critical thinking are examples of sophisticated

cognitive skills.
• a person's ability to apply their knowledge to real-world
challenges, whether it's your job, family, or other aspects of your
life,
• an awareness of and respect for human differences
• skills of practical competence (e.g., decision making, conflict
resolution)
• self-esteem, confidence, integrity, aesthetic sensibility, and civic
responsibility are all aspects of a well-integrated sense of self.

Individualized learning is what learner-centered means in the end.

This necessitates forethought and time. Instructors should strive to
include more individualized learning opportunities in their classes.
Learner-centered experiences enable all students to gain as much
knowledge as possible during a course. This means that students in
the same course will work at different rates and have distinct
learning experiences at any one time.

I. The total environment plan by the school and community.

It is critical to look for example practical approaches that

incorporate environmental education into the curriculum in order to
equip students to be citizens of the twenty-first century. In this sense,
state that the goal of environmental education is to enable students
to envision alternate forms of development and to participate in
actions that support those goals. This necessitates a method of
instruction in which the students are actively involved. Students to be
active citizens by gaining the confidence, commitment, and desire
to participate in social concerns linked to environmental challenges.
The training of abilities for alternative acts in which students can
choose whether or not to engage is an important feature.
2. Difference between plan curriculum of the school and community
and hidden curriculum and instruction.

The process of deciding what to learn, why to learn it, and how to
organize the teaching and learning process in light of existing
curricular requirements and accessible resources. At a high level, it
frequently leads to the creation of a broad curriculum framework as
well as a syllabus for each subject that individual schools can use as
a guide. It entails creating course and evaluation plans for several
disciplines at the school level. It entails creating more thorough plans
for learning units, individual lessons, and instructional sequences in
the classroom.

Students are responsible for selecting one educational technology

tool, technological approach, or community strategy and drafting a
project plan for incorporating it into their own practice that includes
a learning object as well as the justification for its inclusion in their
own setting. This will then be given to the students in a ten-minute
presentation. All resources will be provided under the Creative
Commons license, allowing all students to utilize them in their classes.
When dealing with a discipline where knowledge is a shifting
objective and diverse perspectives of what is good or best practice
may coexist peacefully, using the community of learners as the
curriculum can be quite beneficial.
In the sphere of educational technology, this is especially true. What
is 'true' or 'current' one year may be completely antiquated and
forgotten the next. Every day, new best practices emerge, and new
efforts are made to push the frontier even further. The usual
approach to this is to try to stay on top of everything that is going on.
This, however, is a blunder. The goal is to locate a supportive group
of people from whom you can learn and contribute.;

The unwritten, unofficial, and often unintentional lessons, values, and

viewpoints that pupils absorb in school are referred to as hidden
curriculum. While the "formal" curriculum includes the courses,
lessons, and learning activities that students participate in, as well as
the knowledge and skills that educators intentionally teach to
students, the "hidden" curriculum includes the unspoken or implicit
academic, social, and cultural messages that students receive while
in school.
The hidden-curriculum concept is based on the understanding that
students absorb lessons in school that may or may not be part of the
formal course of study—for example, how to interact with peers,
teachers, and other adults; how to perceive different races, groups,
or classes of people; and what ideas and behaviors are acceptable
or unacceptable. The term "hidden curriculum" refers to the fact that
it is frequently overlooked or ignored by students, instructors, and the
general public. Because the hidden curriculum's values and lessons
are often the accepted status quo, it's easy to assume that these
"hidden" practices and messages don't need to change—even if
they're contributing to undesirable behaviors and outcomes, such as
bullying, conflicts, or low graduation and college-enrollment rates.
It's important to highlight that a hidden curriculum can either
reinforce or contradict the formal curriculum, revealing hypocrisies or
discrepancies between a school's claimed mission, values, and
convictions and what students actually experience and learn while
in school.

Depending on the objective or interpretation, whether political,

social, or educational, both curriculum and teaching can take on
multiple meanings. Curriculum refers to what is taught in schools,
whereas instruction refers to how it is delivered, and learning refers to
the information or skill that has been acquired.

3. Look for other definition of curriculum of the school and

community leadership. Compare this definition with the definition
given in our discussion.

The lessons and academic content taught in a school or in a specific

course or program are referred to as curriculum. Curriculum is
sometimes defined in dictionaries as the courses taught by a school,
but it is rarely used in schools in this broad sense. Curriculum typically
refers to the knowledge and skills that students are expected to
learn, including the learning standards or learning objectives that
they are expected to meet; the units and lessons that teachers
teach; the assignments and projects that students are given; the
books, materials, videos, presentations, and readings used in a
course; and the tests, assessments, and other methods used to
evaluate student performance. The exact learning requirements,
lessons, assignments, and resources used to arrange and teach a
particular course are referred to as a teacher's curriculum.

The concept of community leadership is a subset of the larger

concept of leadership. It is typically based in place and so local, but
it can also reflect a group of people who share a particular interest,
goal, or practice. Individual or group leadership, whether voluntary
or compensated, is possible.

Compared to these two definitions with the definition given in our

discussion. The school-community partnership is a mutual
understanding in which the school and the community collaborate
to achieve the community's and school's goals. The optimal
functioning of a school as a social institution is dependent on
effective interrelationships within it and with its associated
communities. A problem in a school has an impact on the
community, just as what happens in the community has an impact
on the school. This means that the community constructs its schools
in the same way that the schools construct theirs. As a result, the
relationship between the school and the community is mutually
dependent. Students apply what they've learned in school to
entertain and serve members of the community. Students' theatre
clubs, for example, may put on a show to amuse senior residents at
their homes or on any important occasion. Use of school or
neighboring facilities and equipment, sharing of other resources,
collaborative fund raising and grant applications, volunteer
assistance, mentoring and training from professionals and others with
special expertise, information sharing and dissemination, networking,
recognition and public relations, shared responsibility for program
planning, implementation, and evaluation, expanding internship
opportunities, and so on are all possible outcomes of the partnership.

4. Examine the conference report of any educational conference

national and local school held in the recent task. What indications
for curriculum, if any, are indicated? (Explicit or Imply by such
conference)

Women in Trade Unions and in Education: From Words to Action

Education International (EI) is a global organization that represents

teachers and other education support personnel. A global
federation of over 400 education unions and organizations in over
170 countries and jurisdictions EI is a union that represents 30 million
instructors and educators at all levels. From early childhood
education to post-secondary education Efforts to establish gender
equality in the workplace, since the inception of EI, promoting trade
unions in education and society has been a key goal and focus.
In 1993, the company was created. Despite the numerous
improvements made to protect women's human rights, progress on
reducing gender inequities and ensuring gender justice is gradual
and unequal, and many obstacles remain. The situation is still critical.

In terms of political representation, a 2011 UN General Assembly

Resolution stated that "women in every part of the world continue to
be largely marginalized from the political sphere, often as a result of
discriminatory laws, practices, attitudes and gender stereotypes, low
levels of education, lack of a voice, and lack of a voice." Girls and
women are denied full sexual and reproductive health and rights in
many countries, and the global gender pay gap is reported to be
22.9 percent (sectorial, occupational, and other variations
notwithstanding). According to the International Labor Organization,
closing the gender pay gap will take 75 years at the current rate of
advancement.

The indications for curriculum is when it comes to trade unions,

women not only join in less numbers than men, but they also join in
smaller numbers. Those who actively participate in their union are
rarely in positions of leadership or decision-making. These
phenomena, which happens even in domains like education, can
be attributed to a number of variables. In the unions, women
outnumber men. Gender discrimination, for example, is one of these
causes. Rigidity of some trade union norms of process, and women's
lack of confidence in their own ability to advocate for themselves
women put themselves forward for leadership roles, as well as the
unequal distribution of tasks between men and women within the
house, and men.

5. Examine sec. 3 (Declaration of basic Policy) and sec. 4

declaration of objectives of the education act of 1982. List down the
implication for each category.

Sec. 3 (Declaration of basic Policy) The State's policy is to establish

and maintain a comprehensive, adequate, and integrated system
of education that is relevant to national development goals. To that
end, the government must ensure that the educational system
contributes as much as possible to the achievement of the following
national developmental goals, within the context of a free and
democratic system:
1. To attain and maintain an increasing rate of economic and social
growth;
2. To ensure that all people have the opportunity to participate fully
in the attainment and enjoyment of the advantages of such growth;
and
3. In a changing world, to acquire and strengthen national unity and
consciousness, as well as to conserve, develop, and promote
desirable cultural, moral, and spiritual qualities.

Regardless of sex, age, creed, socioeconomic situation, physical

and mental ailments, racial or ethnic origin, political or other
affiliation, the State shall encourage the right of every individual to
relevant, high-quality education. As a result, the state must promote
and maintain equal access to education as well as the enjoyment of
educational benefits by all of its residents.

The state shall promote the right of the nation's cultural communities
to develop themselves in the context of their cultures, customs,
traditions, interests, and beliefs, and recognizes education as a tool
for ensuring their maximum participation in national development
and participation in achieving national unity.

Sec. 4 (declaration of objectives of the education act of 1982).

Objectives Statement - The educational system aims to:

1. Provide for a wide general education that will allow each

individual in his or her own society's unique environment, to
(a) realize his whole human potential;
(b) broaden the scope and quality of individual and group
engagement in society's fundamental functions; and
(c) obtain the necessary educational foundation for his growth as a
productive and adaptable citizen;
2. For national development, train the nation's manpower in middle-
level skills.
3. Develop a profession that will serve as a national leader in the
promotion of knowledge for the betterment of human life.

4. Respond effectively to changing national demands and situations

through an educational planning and evaluation framework.
To achieve these goals, and in accordance with the Constitution, all
educational institutions must strive to instill a sense of patriotism,
educate citizenship duties, and develop moral character, personal
discipline, and scientific, technological, and vocational efficiency.

Furthermore, the educational system must reach out to

educationally disadvantaged populations in order to make their
membership in the national society a reality, to improve their civic
involvement in community and national life, and to unite all Filipinos
into a free and just nation.

6. According to Filipino Educationist why is curriculum both school

and community a strategy.

The world is changing at such a rapid pace that schools and

colleges must adapt in order to keep up.
They must keep up with the pace of societal change and
technological advancement. The educational institutions
Participants in today's educational and social revolutions should be
encouraged to do so. As a result, the Philippine curriculum
Schools must adapt to today's rapid societal developments and
increased obligations for the younger generation.
Filipinos are a unique breed. The three most important societal areas
that make direct contributions to the
The academe (institutions), the government, and the industries are
all working to improve the curriculum.
(This applies to both public and private companies). Some
government agencies, such as the Commission on the Status of
Women,
The Department of Education (DepEd) and the Council of Higher
Education (CHED) are both directly involved in this.
enhancing the curricula of educational institutions, they are in
charge of overseeing and controlling the company's activities.
Schools, colleges, and universities are all examples of educational
institutions.
Focused on the environment. The continued destruction of the
environment has piqued the public's interest. Concerned folks from
all across the world have signed the petition. Environmental
education is being integrated into a number of curricular areas. It is
critical to have programs in place, especially for a developing
country like the Philippines. Students are required to commit to an
environmentally sound lifestyle and become "earth-friendly" They
must also acknowledge. Be aware of dependency in a "global
village" and be willing to give.

Promotion of environmental education is one of Philippine Agenda

21's strategies. Public awareness and information P.D. is reinforced by
this method. 1152 or the Philippine Environmental Protection Act
Environmental education must be integrated into the basic
curriculum of all schools, according to the 1977 Code.
levels of education Agenda 21 acknowledges that both formal and
informal environmental ethics exist. Sustainable development is
supported by awareness, beliefs, attitudes, skills, and behavior.

7. Elaborate on this statement made by educational policies

commission "the curriculum is not what is written but what is done."

To satisfy the requirements of students, teachers have traditionally

supplemented the basic curriculum. The entire curriculum in today's
digital classroom looks to be a mashup of extra materials. Curriculum
can be characterized as a step-by-step procedure based on the
contents of a manual. It is used to improve the quality of a school's,
college's, or university's courses. New findings must be incorporated
into school courses as the world continues to evolve. In order to
improve the student learning experience, new teaching techniques
and strategies (such as active learning or blended learning) are
continually being developed. As a result, a college must have a plan
in place for recognizing these adjustments and then being ready to
incorporate them into the curriculum. The understanding curriculum
is more than a collection of activities or bits of knowledge that
students have studied.

It enables the holistic execution of significant, complex tasks in ever-

difficult environments. A curriculum for understanding is organized
into thematic strands that are strongly interrelated in ways that are
congruent with the knowledge structure employed by experts when
solving hard tasks in their field. The way we think about and theorize
education has evolved dramatically over time. The most basic
meaning of "curriculum" nowadays is "the subjects that make up a
course of study at schools, universities, or colleges."

8. Should the curriculum be planned in advance of the learning itself,

or it should be plan immediately as the learning takes place?

It should be plan immediately as the learning takes place, because

Curriculum management is a systematic process that encompasses
actions characterized by interrelationships among persons and
organizations as they collaborate to analyze, plan, develop, and
improve the curriculum, which is the school's overall environment.
The success of educational programs depends on effective
curriculum development and decision-making. Curriculum planning
creates well-coordinated, high-quality teaching, learning, and
evaluation programs that develop students' disciplinary knowledge,
skills, and behaviors, as well as their transdisciplinary, physical,
personal, and social capacities. In schools, good curriculum
preparation often necessitates overcoming numerous challenges.
The one certainty about curriculum implementation is that there is no
one right way for all teachers in all schools to go about it. Curriculum
planning is divided into three categories: policy planning, program
planning, and lesson planning. We'll look at how teachers prepare
curriculum in individual schools, and we'll look at the contributions
made to curriculum planning by persons who are commonly referred
to as important stakeholders. Teachers, principals, parents, students,
and external facilitators are all key stakeholders, as they are the
individuals who, for personal or professional reasons, have the most
invested in planning.

9. According to Educational Policies Commission, the curriculum

reveals a combination of thoughtful planning intelligent guidance of
the students experience and meaningful appraisal. Explain the roles
of each of these three items.

A school counselor talks about the need of offering specific

counseling. Services for gifted and talented students, as well as
counseling. Unfortunately, school is not a fun place to be. Counselors
nowadays may lack the necessary expertise or training to provide
effective services. Some of these services, as well as some of the
people that deal with them, may have attitudes and biases that
make working with them difficult. These college students School
counselors, on the other hand, have specialized abilities that can be
applied to service delivery. The academic, career/vocational,
social, and affective demands of students are examined in this
topic. Students who are gifted and areas where they may require
particular guidance, get the required education and training to
better fulfill the requirements of brilliant and talented children,
brilliant kids, who are, in fact, a portion of all students to whom they
have been warned serve.

With the start of your company's performance review season comes

a greater emphasis on self-examination and reflection on your own
job. Self-appraisals can be difficult, but they are an important part of
the overall appraisal process since they inform managers and
supervisors about how their employees view their own performance
inside the firm. The ultimate goal of the self-appraisal process is for
the employee and the management team to agree on the person's
performance. Many employees, however, fall into the trap of
viewing the self-appraisal process as an opportunity to broaden the
scope of their evaluations and exaggerate their own achievements.
A comprehensive, thorough self-evaluation is one in which you are
able to showcase your strengths while simultaneously being honest
about your faults.
10. Explain, "The curriculum is not made when a book is published
Rather it is made as student's life."

A curriculum is the sum of all student experiences that occur in a

classroom in support of student learning and school goals, whereas a
textbook is a collection of material about a certain subject. A
textbook stands alone as a full and isolated body of knowledge, but
a curriculum (particularly through curriculum mapping) assesses
what students learn across courses, grade levels, and standards over
the course of their academic careers. While textbooks repeatedly
encourage and reinforce one method of learning, a curriculum
considers numerous methods of instruction and allows students to
practice skills in the manner that best suit their needs and
preferences.

Curriculum allows teachers to customize how their class engages

with learning information and offers them the option to change their
course if their goals aren't being fulfilled whereas textbooks supply
the identical material to every student across schools, districts, and
even countries.
Whereas textbooks assume students to self-evaluate where they
make errors or lack knowledge (and provide no support when
students get stuck), curriculum allows professors to ask questions,
provide more resources, and direct students to the correct route.

Curriculum provides opportunity to analyze the completeness of

information and explore different, sometimes opposing, ideas,
whereas textbooks provide a single perspective or interpretation of
its subject, frequently portrayed as "right" through its singular
authority.