Republic of the Philippines

BATANGAS STATE UNIVERSITY

Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

EPISODE 5: WHATS THE BASIC OF THE

CURRICULUM?
Name of FS Student: ________________________________
Course, Year & Section: _______________________________
Resource Teacher:
_____________________________
Signature: _________________
Date: _________________
Cooperating School: ______________________________________________
My Performance
Focused on: Cite the dimensions of curriculum design.
Task

Exemplary (4)
All tasks were done with
outstanding
quality; work exceeds
expectations

Superior (3)

Satisfactory (2)

Unsatisfactory (1)
Fewer than half of tasks
were done; or most
objectives met but with
poor quality

All or nearly all tasks

were done with high
quality

Nearly all tasks were

done with acceptable
quality

Analysis questions were

answered completely

Analysis questions were

not answered completely.

Clear connection with

theories

Vaguely related to the

theories

Grammar and spelling

are superior

Grammar and spelling

acceptable

Reflection statements are

profound and clear,
supported by experiences
from the episode.

Reflection statements are

clear; but not clearly
supported by experiences
from the episode.

Reflection statements are

shallow, supported by
experiences from the
episode.

Reflection statements are

unclear and shallow and
are not supported by
experiences from the
episode.

My Portfolio

Portfolio is complete,
clear, well-organized and
all supporting
documentation are
located in sections clearly
designated.

Portfolio is complete,
clear, well-organized and
most supporting
documentations are
available and/or in logical
and clearly marked
locations.

Portfolio is incomplete;
supporting
documentation is
organized but lacking.

Portfolio has many

lacking components; is
unorganized and unclear.

Submission

Before deadline

On the deadline

A day after the deadline

Two days or more after

the deadline

Observation/
Documentation:

My Analysis

My Reflection

Analysis questions were

answered completely; in
depth answers;
thoroughly grounded on
theories/exemplary
grammar and spelling.

Analysis questions were

not answered.
Grammar and spelling
unsatisfactory

Sub Totals

MRS. NORMA T. TAGLE

FS 4 Instructor

______________________
Date

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

MY TOOLS
Borrow a curriculum from the school near your place. Accomplish the samples
to show the dimensions of curriculum design.

BASIC
Equitable assignment of content, time, experiences and other elements.
Write the contents in one (1) subject area for the first grading period.

ARTICULATION

Curriculum is arranged vertically or horizontally.

VERTICAL ARTICULATION
Write a sample content of one (1) topic in a subject area from a level ti level
or grade to grade.

HORIZONTAL ARTICULATION
Association happens among or between elements that happen at the same
time.
Example:
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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

SCOPE

The content, topics, learning experiences and organizing

threads of an educational plan.

Write sample topics in a subject area.

SEQUEN

Content and experiences are arranged in a hierarchical

order.

CE
Write a topic arranged from sample to complex.

INTEGRATIO

Everything is integrated and interconnected.

CONTINUI

Vertical repetition and

content provide continuity.

recurring

approaches

of

the

TY
Examples of the topics in subject area where content is organized in a spiral
fashion increasing I breadth and depth.

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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION
MY ANALYSIS
1. Why is there a need to articulate the lessons from grade school to high school?

Articulation Agreements with Destination High Schools Just as

elementary students fear the changes involved in moving to middle
school, some middle grades students may develop anxieties about
moving on to high school. [ However, in non-K-12 unified districts,
open enrollment agreements often mean that middle school students
transition to high schools in a different district in which there may
be little, if any, articulation with the feeder middle school. If this is the case, the middle
school will need to initiate articulation with the most likely destination high schools. Again,
counselors can work with students to develop personalized learning plans that help narrow
the choice of a potential high school to one that will best meet individual student needs and
goals. In spite of the difficulties, there are many ways middle grades staff members can
develop transition programs that will help students make a successful move to high school.
Researchers find that social, emotional, and academic factors contribute to the difficulties
associated with students transition from middle school to high school. Among other things,
students worry about: Having friends Feeling comfortable in a large school Finding
classrooms Succeeding in difficult classes Understanding teacher expectations Interacting
with older, more mature students Interpreting block schedules Managing time Finding time
for social activities1 In one survey, former middle grades students listed four things that
would have helped with their transition to high school: Regular connections with high school
students so they could learn more about what to expect. Preparation with the skills and
strategies needed for high school success. Development of strong connections with adults
(for planning and goal setting). Summer bridge options during the eighth-grade summer.2
The following sections include some of the many creative ways that middle grades teachers
and administrators work with area high schools to help their students prepare for success. ]

MY REFLECTIONS / MY INSIGHTS
As a teacher, I need to understand fully well the dimensions of curriculum
design because..

Without understanding the dimensions of curriculum design, [ the

teacher does not know :, the aims and objects of the course,
where they fit in the overall design, the range of methods used to
teach the syllabus, the measuring instruments used to assess
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Republic of the Philippines

BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION

students' performance.etc This sounds like an assignment

question to me. ]
MY PORTFOLIO
Make a curricular web to illustrate that content in the curriculum has no
boundary.

Curriculum theory and practice.The organization of schooling and

further education has long been associated with the idea of a
curriculum. [ The idea of curriculum is hardly new but the way we
understand and theorize it has altered over the years and there
remains considerable dispute as to meaning. It has its origins in the
running/chariot tracks of Greece. It was, literally, a course. In
Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here
might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work
on the subject. Kerr defines curriculum as, All the learning which is planned and guided by
the school, whether it is carried on in groups or individually, inside or outside the school.
(quoted in Kelly 1983: 10; see also, Kelly 1999). This gives us some basis to move on and
for the moment all we need to do is highlight two of the key features: Learning is planned
and guided. We have to specify in advance what we are seeking to achieve and how we are
to go about it. The definition refers to schooling. We should recognize that our current
appreciation of curriculum theory and practice emerged in the school and in relation to other
schooling ideas such as subject and lesson. In what follows we are going to look at four
ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge
to be transmitted. 2. Curriculum as an attempt to achieve certain ends in students
product. 3. Curriculum as process. 4. Curriculum as praxis. It is helpful to consider these
ways of approaching curriculum theory and practice in the light of Aristotles influential
categorization of knowledge into three disciplines: the theoretical, the productive and the
practical. ]

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