1. FIELD STUDY 4
Exploring the Curriculum

2. DIOSDADO P. MACAPAGAL
ELEMENTARY SCHOOl

3. The School Plan and
Organizaton

4. School Organzation
1. Principal
2. Head Teacher 3
3. Master Teachers
4. Department Heads
a.English
b.Science
c.Filipino
d.EPP
e.Makabayan
g. School Paper Adviser
1
1
1
1
1
1
1
1
1

5. School Organzation
h.Arts School Coordinator
i.Property Custodian
j.Character Education
k.Clinic Teacher
l.Guidance Teacher
m.Canteen Teacher
n.District Sports Coordinator
o.Music School Coordinator
p.DPMESTA President
1
1
1
1
1
1
1
1
1

6. School Organzation
q.SGC Coordinator
r. HE School Coordinator
s.GSP School Coordinator
t. BSP School Coordinator
u.Journalsm Department
Head
5. Office Personnel
6. School Utility
7. School Guard/School
Utility
1
1
1
1
1
3
3
4

7. School Organzation
7. Teachers
a.Grade 1
b.Grade 2
c.Grade 3
d.Grade 4
e.Grade 5
f.Grade 6
g.Kinder
18
16
17
15
14
14
3

8. School Organzation
8. Special Teachers
a.Grade 3
b.Grade 4
c.Grade 5
d.Grade 6
2
7
6
5

9. The School Plan

10. The School Plan

11. The School Plan

12. The School Plan

13. Episode 1
LOOK DEEPER INTO THE
CONCEPTS, NATURE AND
PURPOSES OF THE
CURRICULUM

14. Traditional and Progressive
Curriculum
Traditional Curriculum Progressive Curriculum
•Lack of instructional materials
•Crowded Classroom
•Lack of Chairs, equipments/facilities
and books
•The techers don’t have enough
knowledge on technologies for
effective and meaningful teaching
•There are some obsolete ideas
•They are updated
•Gives all the learner’s needs and
interest
•Introduces new strategies in teaching
•They are now globally competetive
and has a total learning experiences
among the students/learners
•Gives opportunities to develop a high
order thinking skills
•Used of modern instructional
materials that are suited to the needs
of the learners

15. Similarities of Traditional and
Progressive Curriculum
• Both of them teach the students with
their needs
• Wants to accomplish certain goals
• Gives the students a good process of
learning style

16. Types of Curricula
Name of School Recommended
Curricula
Written
Curricula
Taught
Curricula
Supported
Curricula
Assessed
Curricula
Learned
Curricula
Hidden
Curricula
Diosdado
P.
Macapagal
Elementary
School
      

17. Things I Need to
Do to Consider
in Preparing My
School’s
Curriculum
Strategies/
Methods to be
used
The support of my
personnel, teachers
and other staff of
my institution
The school’s
Vision, Mission and
Core Values
The learner’s
needs and
interest
Best
instructional
materials for
teaching

18. Pictures of a Traditional School

19. Pictures of a Progressive
School

20. Diosdado P. Macapagal
Elementary School

21. Episode 2
WHAT’S THE CURRICULUM
MADE OF?

22. DIOSDADO P. MACAPAGAL
ELEMENTARY SCHOOL
MISSION AND VISION

23. VISION
We dream of Filipinos
Who passionately love their country
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building the nation
As a learner-centered public institution
The Department of Education
Continuously improves itself
To better serve its stakeholders

24. MISSION
To protect and promote the right of every Filipino to
quality, equitable, culture-based and complete Basic
Education where:
Students learn in a child friendly, gender-sensitive, safe
and motivating environment
Teachers facilitate learning and constantly nurture every
learner
Administrator and staff, as stewards of the institution,
ensure an enability and supportive environment for
effective learning to happen
Family, community and other stakeholders are actively
engaged and share responsibility for developing life-
long learning

25. Teaching Guide

26. Episode 3
WHAT’S NEW IN TEACHING
AND LEARNING

27. SERIES OF ACTIONS IN THE
TEACHING PROCESS
PLAN
IMPLEMENT
EVALUATE

28. PLAN
• LESSON PLAN
• ACTION PLAN (Activites for the
whole year)
• PTA MEETING

29. IMPLEMENT
• TEACHING MATERIALS (not
enough)
• SUPPORT OF THE PRINCIPAL
• DepED MEMOS
• USE OF GUIDE
• PTA MEETING

30. EVALUATE
• QUIZZES
• PERIODICAL EXAMS
• BEHAVIORAL OBSERVATIONS
• NAT (National Achievement Test)
• PHIL-IRI INVENTORY (Reading
Capacity)

31. LEARNING THEORIES
BEHAVIORAL LEARNING THEORIES
COGNITIVE LEARNING THEORIES
DISCOVERY LEARNING
RECEPTION LEARNING

32. BEHAVIORAL LEARNING
THEORIES
• It happens during group activities and P.E
• Art activities

33. COGNITIVE LEARNING
THEORIES
• Activities and quizzes in Mathematics and
Science

34. DISCOVERY LEARNING
• EPP activities also like planting and cooking

35. RECEPTION LEARNING
• EPP practical work like cooking, stitching, and
cross stitch.

36. TEACHING-
LEARNING PROCESS

38. Episode 4
LET’S CRAFT THE
CURRICULUM

39. HORIZONTAL ARTICULATION

40. VERTICAL ARTICULATION

41. Learner-
Centered
Design
Model
teaching
encourages
collaboration
encourages
students to reflect
on what they are
learning and how
they are learning
it
teaching
motivates
students by giving
them some
control over
learning processes
teaching includes
explicit skill
instruction.
teaching engages
students in the
hard, messy work
of learning

42. Episode 5
WHAT’S THE BASIC OF THE
CURRICULUM

43. DIMENSIONS OF CURRICULUM
DESIGN
BASIC
ARTICULATION
SCOPE
SEQUENCE
INTEGRATION
CONTINUATION

44. Basic

45. Articulation
Horizontal
Vertical

46. Vertical Articulation
GRADE 1 GRADE 2 GRADE 3
1.1 Add and Subtract integers 2.1 Add and Subtract Decimals 3.1 Apply arithmetic operations
to solve problems
1.2 Multiply and Divide Integers 2.2 Multiply and Divide decimals 3.2 Apply Arithmetic operations
to Fractions
2.3 recognize Negative Numbers 3.3 Define Rational and
Irrational Numbers
3.4 Understand Basic Rules of
Exponents

47. Scope

48. Sequence

49. Integration

50. Continuity

51. CURRICULAR WEB

52. Episode 6
TELL ME YOUR FEATURES

53. UTILIZATION OF PARENTS
AS THEIR SCHOOL
PARTNER
PTA
Brigada Eskwela
School Competition

54. FEATURES/APPROACHES OF
THE CURRICULUM

55. EPISODE 7
THE Wh- OF THE
CURRICULUM

56. EFFECTIVE IMPLEMENTATION OF THE
CURRICULUM
K-12
CURRICULUM
COMPETENCIES
AND BUDGET
OF WORK
LESSON PLAN
SPECIFIC
ACTIVITIES
LEARNER

57. ROLES OF THE STAKEHOLDERS IN
CURRICULUM IMPLEMENTATION

58. CRITERIA USE BY THE SCHOOL
IN EVALUATING THE
CURRICULUM
• PERIODICAL TEST
• DIAGNOSTIC TEST (MASTERY TEST)
• QUIZZES
• PHIL-IRI
• CIP – CONTINUOUS IMPROVEMENT
PROGRAM (Slow and Non Readers)

59. • ttainableA
• pecificS
• tudent-centeredS
• nvironmental-concernedE
• tandardizedS
• yntactic correctnesssS
• easurableM
• valuativeE
• orm-referenceN
• ime boundT

60. Episode 8
WHAT’S NEW IN THE
CURRICULUM

61. CURRICULAR INNOVATIONS
K-12 CURRICULUM
MOTHER TONGUE BASED
INSTRUCTION
TEAM TEACHING

62. K-12 CURRICULUM
ADVANTAGES (MERITS)
• Immediate work after high
school w/out needing an
extra TESDA certificate or
passing college
requirements
• Students that would gone
K-12 will be more mature
when they enter college
DISADVANTAGES
(DEMERITS)
• Extra two years in high
school
• Lack of classrooms and
bloating of the curriculum
• No improvement on
content
• Lack of teachers

63. Mother Tongue Based Instruction
ADVANTAGES (MERITS)
• Parents will likely participate
w/ the learning of the child
• Expand the reach of
education
• Improved learning
outcomes during school
• Protecting and preserving
local languages
• Enroll and succeed in
schoo;
DISADVANTAGES
(DEMERITS)
• Painful shift in higher
education
• Connecting or
communicating w/ the
rest of the world
• Getting greater
opportunites

64. Team Teaching
ADVANTAGES (MERITS)
• Allow more interaction
between teacher and
student
• Works as a team
• Requires planning skilled
management
• Improves the quality of
teaching
DISADVANTAGES
(DEMERITS)
• Makes more demands on
the time and energy
• Opposition on ideas,
conflict on opinions
• All must willing to
participate

65. Do we really need to innovate?
YES NO

66. END OF PRESENTATION