Republic of the Philippines

North Eastern Mindanao State University

Tagbina, Surigao del Sur (8308)
www.nemsu-tagbina.edu.ph

OUTCOMES-BASED COURSE SYLLABUS IN

EDUC 9: THE TEACHER AND THE SCHOOL CURRICULUM
2nd Semester, A.Y. 2023 – 2024

PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the development
of a well-rounded person.

VISION
A transformative leading University in Asia and the Pacific.

MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and preserve
cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

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CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.
Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent manner
manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality consistent
with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.

NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They are the core values
that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic elements of how we go about our
work and how we deal with stakeholders, molds students to become competent, innovative, globally competitive and service-oriented.

QUALITY POLICY

The North Eastern Mindanao State University commits itself to produce highly motivated, globally competitive, and morally upright human resource
through the delivery of transformative and quality higher education that conforms to international standards driven by excellent instruction, relevant
researches, sustainable extension, and production services. Together with our stakeholders, we shall endeavor for continual improvement of our
quality management system in consonance with statutory and regulatory requirements for clients and industry satisfaction for quality of life.

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INSTITUTIONAL LEARNING OUTCOMES (ILOs)

ILO1. Imbue global competency and innovation for a future-ready workforce.

ILO2. Acculturate the values of professionalism, honor, and excellence that promote productivity in the workplace and the community.
ILO3. Propagate the culture of research, extension, and production for sustainable economic viability, environmental stewardship, and social equity in
North Eastern Mindanao and beyond.

COLLEGE GOALS:

The College of Teacher Education will produce competent teachers imbued with ethical values and ideals in the humane environment supportive to
national thrust for social transformation. It is committed to provide students with:

1. Quality training in their respective field of specialization.

2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant instruction, research, extension and use of information and communication technology for teaching and life-
long learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.

PROGRAM LEARNING OUTCOMES (PLOs):

Programs Learning Outcomes Performance Indicators

PLO1. Demonstrate deep understanding of specific concepts and
● Display basic and comprehensive understanding of knowledge,
principles
principles of the subject matter in the sciences
PLO2. Apply scientific inquiry in teaching and learning
● Apply the scientific principles in solving current problems

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PLO3. Utilize effective science teaching and assessment methods
● Design and utilize appropriate instructional materials

● Employ effective teaching techniques for diverse types of learners in

varied learning conditions

● Design and utilize a variety of appropriate assessment techniques to

monitor and evaluate learning

● Provide regular feedback to students

PLO4. Manifest meaningful and comprehensive pedagogical content

● Utilize appropriate pedagogy and use of technology for the different
knowledge of the sciences
science content areas

● Demonstrate skills in various methods of teaching-learning in the

sciences to include conducting science investigations, making models
and prototype, and doing science research

● Create and utilize learning experiences in the classroom to develop

learner’s skills in discovery learning, problem learning and critical
thinking

COURSE CODE : Educ 9

COURSE DESCRIPTIVE TITLE : The Teacher and the School Curriculum
COURSE PRE-REQUISITE : None
CREDIT UNITS : 3 units
NO. OF HOURS : 3 hours a week or 54 hours a semester

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COURSE DESCRIPTION

This course includes the fundamental concepts and principles in curriculum and curriculum development as a foundation to engage perspective
teachers as curricularists. The more active role of the teachers in planning, implementing and evaluating school curriculum as well as in managing school
curriculum change vis-à-vis various context of teaching-learning and curricular reforms shall be given emphasis. ( CMO No 75 s. 2017).

COURSE LEARNING OUTCOMES (CLOs):

Course Learning Outcomes ILO Code/s PLO Code/s BTIs Covered

ILO1 PLO1 1.1.1, 1.2.1,
2.2.1, 2.4.1,
CLO1. Demonstrate understanding of the fundamental curriculum principles, processes, and
2.5.1, 2.6.1,
practices anchored on learner-centeredness and other educational psychologies supportive to
6.3.1
learning environments
ILO1 PLO1 & PLO2 3.1.1, 3.2.1,
3.4.1
CLO2. Demonstrate understanding of curriculum development and illustrate specific models
present in the teaching – learning environment.

CLO3. Design a lesson plan to demonstrate understanding of the foundations of curriculum ILO1 PLO1, PLO2, 3.2.1, 4.1.1
development and their respective influences to teaching and learning. PLO3, PLO4,

Detailed Course Learning Plan

Time Course Intended Topics/Content Instructional Methodology Learning Assessment CLOs

Frame Learning Outcomes Materials/Resources Code
(Face-to-Face and Remote
(CILOs)
Teaching)

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Week 1 Lecture
● Orientation of the Course:

- Course syllabus
- Grading System
- Course performance
indicators
- Class/course policy

● Introduction and Overview

of the Course

Week 2 Unit I. Curriculum Essentials Books Classroom

⮚ Discuss the different
Simulation/
curricula that exist in Module 1: The Teacher and the School
the school. Curriculum
Videos
1.The Curricula in School Independent Reading True or False Test/
⮚ Analyze the significance
of curriculum and 2.The Teacher as a a. Sabre Tooth Curriculum
curriculum development Google forms
in the teachers Curricularist b. Types of Curriculum Operating in Spin a Win
classroom. Schools

c. Roles of Teacher as curricularist

Week 3 ⮚ Define curriculum from Module 2: The Teacher as a Knower of Self-check: CLO1
Books
different perspectives. Curriculum Take action: on-line survey a. Who am I as
1.The School Curriculum: Curricularist?
⮚ Describe the nature and Interactive instruction and facilitated
scope of curriculum and discussion that maybe using reporters, b. Self- reflection
Definition, Nature and prepared instructional materials, quiz,
the approaches to Power point presentation c. Identify view as
school curriculum. Scope activity, or the like. Traditional or
Books Progressive
2. Approaches to the School Independent Reading
⮚ Explain by examples
how the approaches d. Varied definitions of curriculum from
different perspectives of both traditional and

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 clarify the definition of Curriculum progressive views Videos Self-Reflect
curriculum.
e. Approaches to the school curriculum

⮚ Reflect on how the three 1. As content, 2. As process, Google forms How would you
Week 4 approaches interrelate
describe the current
3. Curriculum Development: 3.As product curriculum in school?
with each other. Progressive or
Processes and Models f. Curriculum Development and Traditional?

⮚ Describe and explain Models

the foundation od Books
curriculum development g. Curriculum Development “How would you
prepare yourself as a
and their respective 4.Foundations of Curriculum Process Models teacher using the
influences to curriculum three approaches in
development curriculum?” _ An
Power point presentation Essay of two
Take action: Comparison of paragraphs

Three Models
Venn Diagram

FGD

Unit II. Designing the Independent Reading

Curriculum a. Philosophical Foundations(Plato,Aristotle,
Aquinas- Perennialism
Module 3: The Teacher as a
Week 5 ⮚ Analyze the approaches Curriculum William Bagley-Essentialism
in the light of how these are
Designer John Dewey-Progressivism) Videos Self-check:
applied in the school

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 setting. 1.Fundamentalsn of b. Historical Foundation(Franklin Tag the Person
Bobbit,WerretCharters, Wiliam Kilpatrick,
Curriculum Design Harold Rugg, Hollis Caswell,Ralph Tayler, Google forms CLO1
Hilda Taba, Peter Oliva)
Week 6 2. Approaches to Curriculum c. Psychological Foundations
Self-check:
Designing 1.Association and Behaviorism
⮚ Define curriculum (Pavlov,Thorndike,Gagne) Books Identify curriculum
mapping and curriculum 3. Curriculum Mapping and design and and
quality. 2. Cognitive Information Processing
approaches
Curriculum Quality Audit (Piaget0

⮚ Explain the benefits of Power point presentation CLO2

curriculum mapping and
curriculum quality audit.

Unit III. Implementing the Interactive instruction and facilitated

⮚ Define curriculum discussion that maybe using reporters,
Curriculum
implementation. prepared instructional materials, quiz,
Module 4: The Teacher as a activity, or the like. Videos
Week 7 ⮚ Analyze what is change
Curriculum

process in curriculum Implementor and a Manager

implementation.
CLO2
Independent Reading
Google forms
1. Implementing the
a. Curriculum Implementation Defined
⮚ Explain the process of
Designed Curr as a Matching Type
curriculum b. Curriculum Implementation as a Change
implementation Process
Week 8 Change Process and
c. Categories of Curriculum Change Books
⮚ Review the
1.Substitution
components of a daily
plan for teaching. 2.Implementing a Curr Daily 2. Alteration CLO3
in the Classroom 3.Restructuring Power point presentation
4.Perturbation
⮚ Identify intended
5.Value Orientation
learning outcomes Sample
Week 9
Take action: Content Analysis of the Design

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 3.The Role of Technology in of K to 12 Curriculum Curriculum
Independent Reading Mapping
Delivering the Curriculum
⮚ Match learning
a. The Curriculum Plan and
outcomes with 4. Stakeholders in Curr
appropriate methods 1.Intended Learning Outcomes(ILO)
Implementation (Revised Bloom’s Taxonomy, Levels

of Knowledge)

Content Analysis
of the Design of K
Midterm Examination Modules 1, 2, 3, and Module 4, Lesson 1 and 2 only to 12 Curriculum

b. Subject Matter/Content
⮚ Discuss the roles of
c. Procedure/Methods
technology in curriculum Unit IV. Implementing the
delivery.
Curriculum d. Instructional Support Material

e. Assessing achieved Outcomes

⮚ Identify the factors in Module 5: Curriculum Evaluation and Self-check:
the Teacher
technology selection Take action:
including the use of Simple Recall
Week visual aids. 1.Analysis of the sample curriculum Videos
10
map CLO2
⮚ Identify the stakeholders 1. What, Why and How to
in the curriculum. 2.Making a Curriculum Quality Audit of an
Evaluate a Curriculum
Example Identify Involvement
of Several
⮚ Enumerate the role of Stakeholders
each stakeholder Google forms and
Interactive instruction and facilitated
discussion that maybe using reporters,
⮚ Acquire clear 2. Curriculum Evaluation prepared instructional materials, quiz,
understanding of what Through Learning activity, or the like.
is curriculum
Week evaluation. Assessment

11 Planning, Implementing
⮚ Explain the need to CLO3
evaluate the curriculum

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 and how it is being and Evaluating: Take action: Books
done.
Understanding the 1.Determind Learning style
⮚ Explain how a 2.Matching the different component of a
curriculum can be Connections teaching plan
evaluated through
assessment of learning
outcomes.
Independent Reading

⮚ Match the levels of a. The Role of technology in the curriculum

learning outcomes with delivery Power point presentation
the appropriate
assessment tools. b. Stakeholders in Curriculum
Implementation
⮚ Identify the levels of c. Curriculum Evaluation: A Process and a
Week learning outcomes vis a Tool
vis levels of Self-check:
achievement. d. Curriculum Program Evaluation Models
12 Simple Recall
1.Bradley Effective Theory Compilation of sample
2.Tyler Objective-Centered Model
lesson plans

3.Stufflebeam ‘CIPP
⮚ Interpret the value of
assessment in terms of 4. Stake Responsive Model
grades assigned.

⮚ Analyze the e. Sample Curr Program Evaluation

relationship between 1.Instructional Material Review Reflect
Week planning and
implementing in 2. Simple Curriculum “Does the result of
13 curriculum a periodical test
development 3. Steps in Conducting a Curriculum reflect evaluation of
Evaluation a curriculum?
f. PQF-reference system of national Why?

standards

g. Matching Competencies and Outcomes by

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 doing Assessment

Unit V. Curriculum h. Assessment Tools for each Level of

⮚ Explain the connection Learning Outcomes
Development Reforms and Videos
of curriculum
implementation and Enhancement i. Levels of Assessment for the Levels of
evaluation. Learning Outcomes
CLO2
j. Grades and how these are reported. Google forms Self-check:
Week ⮚ Discuss the Module 6: Gearing Up for the Future:
k. The Evaluation Cycle
interrelatedness of Curriculum Reforms Match the
14 curriculum evaluation *Planning different processes
and curriculum
Books
with the PIE
planning. *Implementing And
*Evaluating
⮚ Interpret the overall 1. Reforms for Basic
relationships of Take action:
planning, implementing Education Curriculum-K to Power point presentation
and evaluating in 1. Construct items which will measure
curriculum 12 Education Curriculum Knowledge, Process and Understanding
development.
2. Interview a Teacher and write a short essay on:

a .Three teaching plans prepared everyday Compilation of sample

Week lesson plans
*Essay “ The K to
⮚ Gain comprehensive of
b. How are they implemented? or not? 12 Curriculum
15 K to 12 Basic Education CLO3
Curr. 2.Curricular Reforms in During Pandemic
c. How is/are the evaluated as success and Beyond”
Teacher Education or not?

⮚ Define what is Independent Reading

outcome-based Videos
education. A. Outcome-Based Education a. What is OBE?
for Teacher Preparation Curr *What is the
educational future
1.Conceptual Definition Google forms of school children
b. What are the essential principles in
⮚ Analyze the four OBE?
during the times of
2. Principles of OBE crisis?’
principles in outcome-
Week based ed. c. Teaching vs Learning in
OBE c. How will learning outcomes be
16
assessed? Books

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 ⮚ Describe how teaching
and learning relate to B. Enhanced Teacher Self-check:
OBE. Education Curr Anchored on
d. What are the learner’s responsibilities in 1.Choose one
Outcome-Based Education learning?
lesson in this
a. Program Competencies Power point presentation module or the like
⮚ Summarize teacher’s
and (a) identify
role and responsibilities e. What are teacher’s role in the
in the implementation of learning
implementation of OBE?
outcome-based b. Program Contents outcomes(b)identify
education. the subject
matter/content.
Week
c. Program Delivery Modes * How was the
⮚ Be familiar with the
17 content taught?
degree programs, the
Independent Reading
contents the delivery
modes and assessment a. Competencies of Quality Teachers Videos
in the new teacher
d. Program Assessment based on:
education program.
*CMO 74 s.2017 to CMO 82 s 2017
Google forms
*The Philippines Professional Standards
⮚ Reflect on the pre- (DO42, s,2017)
service teacher’s
preparation to become *Competency Framework for Teachers
highly qualified global in Southeast Asia (CFT-SEA)
teacher. Books
b. The New Teacher Education Curricula and

Week Degrees
18
Power point presentation
Take action:
From the compilation of lesson plans, choose
one to revise in terms of strategies and
activities for demonstration teaching.

Final Examination Demonstration

Teaching

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COURSE REFERENCES AND SUPPLEMENTAL READINGS

Books and E-Books

Muhannad, A. (nd). Nature and Concepts of Curriculum. Retrieved from

http://www.khayma.com/muhannad/DrAmer20en/curriculumconceptsnatureandpurposes.pdf
Bilbao, P.P., Dayagbil, F. T., & Corpuz, B. B. (2020). The Teacher and the School Curriculum. LORIMAR Publishing Inc.
Sarandi, D.A., Babao, M.R.(2019).Teaching Profession in the 21st Century. MINDSHAPERS CO.,INC.
Pawilen, G. (2020) The Teacher and the School Curriculum. Rex Book Store: Quezon City, Metro Manila.
Romo, NC. V (2019). Curriculum Development. UNLIMITED BOOKS LIBRARY SERVICES & PUBLISHING INC

GRADING SYSTEM:
Requirements - 20%
Class Standing - 40%
-Quizzes - 20%
-Oral Recitation - 10%
- Assignment - 5%
- Attendance - 5%
Major Exams - 40%
TOTAL 100%
COURSE POLICIES:

i. Mobile Device Usage: During class sessions, the use of mobile phones is generally discouraged. However, mobile phones may be used if specific
course activities require them and necessitate internet connectivity. Please ensure that such usage is respectful to the learning environment.
ii. Assessment Procedures: There will be no special tests for quizzes or oral recitations. All assessment methods will be communicated in advance
through the course syllabus.
iii. Late Submissions: Timely submission of assignments and projects is essential. Points will be deducted for late submissions, so it is crucial to
adhere to deadlines. If you foresee any challenges meeting a deadline, please contact the instructor in advance.
iv. Major Outputs: Students are expected to complete and submit all major assignments as outlined in the course syllabus. Failure to do so may
result in an incomplete grade, which can have academic consequences.
v. Academic Integrity: Plagiarism, which includes copying and presenting someone else's work as your own, is strictly prohibited in all submitted
assignments and outputs. Make sure to properly cite sources and use original work.

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 vi. Compliance with Course Requirements: To ensure a successful course completion, it is imperative that you comply with all requirements stated
in the course syllabus. This includes attending classes, participating in discussions, and completing assignments as specified.
vii. Special Examinations: In cases where students have valid reasons for missing major exams (e.g., medical emergencies or documented personal
issues), they may request a special examination. Please communicate such situations with the instructor promptly.
viii. Respectful Conduct: Any form of bullying, discrimination, or harassment, whether in person or online, is strictly prohibited. We are committed to
maintaining a safe and respectful learning environment for all students.

Date of Revision : January 15, 2024

Date of Effectivity : January 29, 2024

Prepared by: Content Noted: Reviewed by: Recommending Approval: Approved by:

ROSA CAYBOT-PLAZA, MAEd JANVIELLE V. ROSAL, MAEd LORLY P. CAPERIDA, EdD ANNIE T. SAMARCA, PhD MARIA LADY SOL A. SUAZO, PhD

Associate Professor II BEED Program Coordinator Department Chair Dean CTE Vice President for Academic Affairs

Tagbina Campus Tagbina Campus Bislig Campus Date: ________________ Date: _________________

Date: ________________ Date: ________________ Date: ________________

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 DOLORES C. CAPISTRANO, ERMELYN M. BUSTILLO, PhD
MAED
BEED Program Coordinator TERESA A. ALAS, PhD
Associate Professor II
Lianga Campus Department Chair
Tagbina Campus
Date: ________________ Cantilan Campus
Date: ________________
Date: ________________

MYLA P. MILLONDAGA, PhD

KARLA JEANE P. ROZ, EdD
Associate Professor IV
BEED Program Coordinator ERMELYN M. BUSTILLO, PhD
Cantilan Campus
Tandag Campus Department Chair
Date: ________________
Date: ________________ Lianga Campus

Date: ________________

EDDILYN B. PLAZA

Instructor II
RUDY F. DALING, PhD
Cantilan Campus
Department Chair
Date: ________________
San Miguel Campus

Date: ________________

ALAN S. COMPE, EdD

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 Associate Professor V LYOID C. HUNAHUNAN, EdD

San Miguel Campus Department Chair

Date: ________________ Tagbina Campus

Date: ________________

JANE C. OROPA, EdD MERLYN E. AREVALO, PhD

Assistant Professor III, Department Chair

Lianga Campus Tandag Campus

Date: ________________ Date: ________________

CASTOR V. BALACUIT, JR. EdD

(CAR)

Associate Professor IV

Tandag City

Date: ________________

DEZZA A. URBIZTONDO, EdD

Assistant Professor II

Tandag Campus

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 Date: ________________

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