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DON HONORIO VENTURA TECHNOLOGICAL

STATE UNIVERSITY
BACOLOR, PAMPANGA

Field Study 4
Exploring the
Curriculum
Prepared by:
Group Leader
Members
Prepared for:
Jeanne C. Galura, Ed. D.

Instructor

WHAT
IS
INSIDE?
Episode 1: The Intention
Episode 2: The Implementation
Part 1: Making the Curriculum
Work
Part 2: School Practices
Part
3:
Implementor

The

Teacher

of the Curriculum

as

Part 4: Textbooks and Other

Resource
Materials
Episode 3: An Assessment
EPISODE 1
THE INTENTION
Each school has a Philosophy, Vision, Mission, Goals and Objectives
for its students. It stands on the conviction that every learner should attain
functional literacy necessary to adapt to the changing environment.

Objectives:
1. Explain how the Philosophy, Vision, Mission, Objectives and Goals of
the school relate with its curriculum
2. Communicate clear learning goals appropriate to the learners
3. Establish a learning environment that responds to the needs of the
society
4. Demonstrate the differences among children which need to be
addressed through the curriculum
Procedure:
1. Visit a school.
2. Have a copy of the schools philosophy, vision, mission, goals and
objectives.
3. Analyze the philosophy, vision, mission, goals and objectives of the
school relative to the schools curriculum.
4. Prepare a reflection paper on the essence of a school having its
philosophy, vision, mission, goals and objectives which are vertically
aligned to its existing curriculum.
5. Layout the documentation properly with captions.

EPISODE 2
THE IMPLEMENTATION
The curriculum is implemented on the belief that it will lead to
national development. Thus, it serves as the means to move forward to the
future. As it is implemented, the school provides learning opportunities to
the students as well as the facilities, tools and equipment to be used and
the teachers to handle them.
Objectives:
1. Identify processes in the effective curriculum implementation
2. Determine the teaching methods and approaches, instructional
materials and resources, and learning activities aligned to the existing
curriculum
Procedure:
To attain the objectives, the episode is divided into several parts:
Part 1: Making the Curriculum Work
Part 2: School Practices
Part 3: The Teacher as Implementer of the Curriculum
Part 4: Textbooks and Other Resource Materials
As you read each part of the episode, follow the suggested steps.

Part 1: Making the Curriculum Work

1. Arrange a class observation in the school that you visited.

2. Take note of the learning environment, inside and outside the

classroom.
3. Find out how the school makes plans to implement the curriculum.
Focus on the following: school data, class program, class size,
teachers assignment and localization of the curriculum.
4. Prepare a reflection paper on the experiences that you have
encountered.
Activity 1: School Data
Gather data in the Educational Management Information System
(EMIS) of the school to give a good picture of its present state of education.
SCHOOL ENROLLMENT BY GRADE LEVEL
GRADE LEVEL

NO. OF
SECTIONS

NO. OF
MALES

NO. OF
FEMALES

TOTAL

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grand Total:
Grade 7
Grade 8
Grade 9
Grade 10
Grand Total:
DROP-OUT RATE: ___________%
COMPLETION RATE: ___________%
ACHIEVEMENT RATE: ___________% (based from the results of the test
administered by DepED)
1.
2.
3.
4.
5.

ENGLISH
_________%
MATHEMATICS __________%
SCIENCE
__________%
FILIPINO
_________%
MAKABAYAN __________%

Answer the following questions:

1. How did the data affect the attainment of the Philosophy, Vision,
Mission, Goals and Objectives of the school?
2. What are the factors affecting the rate of:
A. Enrollment;

B. Drop-out;
C. Completion; and
D. Achievement?
Activity 2: School Facilities and Equipment
The school provides a learning environment in attaining its goals. In
order to respond to the needs of the learners, the school personnel should
see to it that a conducive surrounding is provided to them.
1. List down the school facilities that help in the implementation of the
curriculum.
2. What will happen if the school does not have enough facilities?
3. What alternatives can you suggest in replacement of the following:
A. Science Tools and Equipment;
B. Physical Education Apparatuses; and
C. Shop and Garden Tools?
4. What other sources can you suggest to help the school in the
procurement of these tools and equipment?
Activity 3: Class Program
Read the schedule of the class that you are observing. Record the
learning areas, its sequence and time allotment.
Answer the following questions:
1. Are the subjects properly sequenced? Why or why not?
2. Is the time allotted for each subject is in accordance with the K-12
Curriculum guidelines?
3. Do the learners have enough time to rest and prepare for the next
subject?
4. Are there teachers who are either overloaded or underloaded?
5. What incentives (if there is) are enjoyed by teachers who are
overloaded?
Activity 4: Class Size
A lot of factors contribute to the low performance of students. Some
teachers say that the problem is with the curriculum. Some believe that it is
the teachers lack of competence to teach the subject, while others say that
it is because of the lack of textbooks and support from parents. How about
the class size? The enrolment in public schools ballooned into uncontrollable
size. Consider the number of students in the class you are observing against
the size of the room.
1. What is the size of the class? Record them as:
A. Male:
_________
B. Female: __________
Total:
_________

Is the room big enough for the total size of the students in the class?
Defend your answer?
2. How does the present condition affect the performance of the
students?
3. What measures were taken by the teacher to remedy the situation?
4. How can you help improve the performance of students in big
classes?
Activity 5: Teachers Assignment
Examine the assignment of the teachers in the school. Find out the
actual teaching hours of each faculty member.
1. Do the teachers have the same number of teaching hours? Why or
why not?
2. What other assignments do teachers perform aside from actual
teaching? (coordinatorship, chairmanship, department head, grade
leader, head teacher, immediate supervisor, etc.) List the name of the
teachers and their respective assignment or designation and
functions.
3. Do you think they can contribute to the realization of the schools
Philosophy, and VMGO? Explain your answer.

Activity 6: Localization of the Curriculum

Learners are different in many ways. They differ in their cultural
backgrounds, lifestyles, needs, interests, skills, and mental abilities.
However, these differences need to be addressed through the curriculum as
part of the challenges of one of the programs of DepEd, Education for All
(EFA) and the MTBA-MLE. The use of the indigenized/localized curriculum
can be recommended.
Did the teacher indigenize/localize the curriculum? Find the answer by
observing his class. Indicate a check mark on the activities /practices which
were done to make the curriculum relevant and suitable to the demands of
the different groups of students.
1
2
3
4
5
6
7
8

Cites examples from local culture when the topic is related

Displays local artifacts in the classroom
Uses indigenous aids in teaching such as artifacts
Discusses local problems and issues in the community
Introduces local songs and dances through co-curricular activities
Uses the dialect of the community
Encourages the students to participate in local celebration
Incorporates community resources in teaching
*Invites resource persons in the community

*Visit scenic sports

9 Includes the local legends in the discussion
10 Acknowledges the important contribution of local people
Analysis (for Part 1)
Reflection (for Part 1)

Part 2: School Practices

The school sees to it that the curriculum is alive. School activities are
planned to provide the students a wealth of opportunities where they can
acquire knowledge, develop their skills, and attain desirable values and
attitudes not only in the confines of their classroom.
Not only is the school personnel involved in these activities. The
people in the community also join the school as they work together
cooperatively in producing self-reliant students and therefore self-reliant
citizens.
Procedure:
1. Examine the calendar of activities of the school you visited.
2. Identify the activities where the students, community, and
stakeholders are involved.
3. Reflect on how the school activities help to attain the objectives of the
curriculum.
Activity 1: Calendar of Activities

1. What are the different monthly activities of the school to enrich the
curriculum?
Fill the table below.
MONTH
June
July
August
Septemb
er
October
Novemb
er
Decemb
er
January
February
March

ACTIVITIES

2. What have you noticed with the development of the cognitive,

affective and psychomotor domain of the learners? How do these
activities help the students?
Activity 2: Other School Activities
Review the objectives of the K-12 Curriculum from Kindergarten up to Grade
12.
Think of the possible activities that can be done to accomplish the
objectives of k-12. Identify some co-curricular and extra-curricular activities
which can be incorporated.
Co-curricular activities are those that reinforce and enhance learning
in the different academic subjects.
Extra-curricular activities are those that may not be related to any
academic subject but they are done to enrich the curriculum.
1. What co-curricular and extra-curricular activities are being done in the
school to attain the objectives? List them down in the appropriate
column.
CO-CURRICULAR ACTIVITIES

EXTRA-CURRICULAR ACTIVITIES

2. How did the activities above help attain the objectives of K-12?
3. If you are a curricular planner, what other co-curricular activities
would you include?

Activity 3: Community Involvement

1. List down the specific school activities where the people in the
community are involved.
2. List down the specific school activities where the school personnel are
involved.
3. How do these activities help the school in the attainment of its goals?
4. Why is it important to establish community linkages?
Analysis (Part 2)
Reflection (Part 2)

Part 3: The Teacher as Implementer of the Curriculum

The teacher is responsible in the implementation of the curriculum.
Find out why the teacher plays an important role in the curriculum.
Procedure:
1. Conduct a class observation.
Identify the curricular approaches and strategies the teacher is
using.
Observe how the learners interact.
2. Interview the teacher.

 Find out the factors that affect her skills in implementing the
curriculum.
Determine what the teacher needs to improve in her craft.
3. Reflect on the teachers role in implementing the existing curriculum.
Activity 1: Curricular Approaches and Strategies
The teacher is the implementer of the curriculum. She makes plans
and chooses the method that will best suit the needs and interest of her
students. In doing so, she always considers the learning competencies of
the grade level.
1. Identify the curricular approaches and strategies that the teacher is
using. Which of the following approaches did you observe:
Integrative modes of teaching (thematic teaching, content-based
instruction, focusing inquiry or generic competency model);
Collaborative teaching strategies (case studies, discussions,
student-moderated, debates, collaborative writing, collaborative
presentation, games, demonstrations, etc);
Application of life skills;
Application of valuing process; and
Activities that address multiple intelligences?
2. How did the students respond in the class?
3. Was the approach or strategy effective? Why or why not?
4. What suggestions can you give to improve the strategy?
Activity 2: Interactive Learning Approaches
During the class discussion, the teacher tends to do the talking most
of the time. If we are going to compare the length of time she talks and the
amount of time the students recite we would be shocked to find out that
she is actually delivering a lecture. The class is very much teacher
dominated.
As you observe a class, find out how the students interact in the
discussion.
1. What interactive activities were done in the class? How? List down at
least five (5).
2. If you are the teacher, how will you make the lesson more learnercentered instead of teacher-dominated?
3. What approaches will you use to make the students engage in
collaborative learning? How will you use them?
4. What techniques will you employ to get them involved in every
activity of the class? How will you employ them?
Interview at least three (3) teachers in the school you are visiting. Ask
them: How does ___________ factor affect the skills of the teacher in
implementing the curriculum?

Consider the following factors:

A.
B.
C.
D.

Length of Service
Eligibility
In-service Training/Seminar Attended
Gender (Male, Female, Gay, Lesbian)
Activity 3: Training of Teachers

Interview your cooperating teacher. Request her to enumerate the inservice trainings for teachers that she attended since she started teaching
(if possible). Use the guide questions.
1. What in-service training for teachers did you attend?
2. Did the in-service training help you improve your teaching
competence?
3. What in-service training do you think should be conducted by your
school to help the teachers to improve their craft? List down at least
five (5) of them according to its necessity and urgency (rank 1, being
the highest).
Analysis (Part 3)
Reflection (Part 3)

Part 4: Textbooks and Other Supporting Materials

The textbooks, teachers manual, the K-12 Curriculum Guide are tools
of instruction. They are used as the vehicles for implementing the
curriculum.
Procedure:

1. On the grade level that you are observing, request a copy of the
textbooks and other support materials they are using for your
evaluation.
2. Reflect on how the textbook and other support materials help in
implementing the curriculum.
Activity 1: The Textbooks
The textbooks are tools for instruction. They are the curriculum
translations into manageable classrooms.
What are the textbooks/workbooks that the students are using?
Classify them into the different learning areas.
Subject/Learning
Area

List of Textbooks/
Workbooks

Ratio of Books to the

No. of Students

Answer the following questions:

1. What other instructional materials/references are used if the
textbooks are not sufficient?
2. What scheme does the teacher employ to remedy the lack of
textbooks in her class?
Activity 2: Sourcing Other Materials of Instruction
Select from the K-12 Learning Competencies or the PELC/PSLC (if the
school still uses it) the objectives/competencies of a specific learning area.
Examine the textbooks. Write the source of the material. Complete the table
below.
Objectives/Competencies
(taken from K-12/PELC/PSLC)

Title of the Books, Year

Published and the Author

1. What do you think are the factors to be considered when

choosing textbooks?

Activity 3: Learning Competencies

With the birth of K-12, the former handbooks for learning

competencies are the PELC and PSLC. Investigate if there is a new
handbook for learning competencies under the K-12 curriculum. It should
contain the objectives that determine the contents of the lesson as well as
the strategies, assessment and procedures to use.
Get a copy of the K-12 under the learning area that you are observing
and go through it.
Answer the following questions:
1. Why is it important to familiarize yourself with the K-12 Curriculum
Guide?
2. Read the competencies for the grade level you are observing. Read
everything from top to bottom. What have you noticed about each
one of the learning unit?
3. What is usually done when the objective is broad?
4. Why should the lesson or topics be properly sequenced?
5. What should be done by the teacher to maximize the learning of
students?
Activity 4: What Should You Know?
Look through the K-12 Curriculum Guide. Observe the horizontal
sequence from one grade level to another.
1. Was there sequence from one grade level to another?
2. Is it important to know what your students have learned from the
previous year? Why or why not?
3. Do you think this knowledge will help you in planning your lesson?
Explain your answer.
Analysis (Part 4)
Reflection (Part 4)

Episode 3: An Assessment
The curriculum serves as guide to teaching. However, the teacher
needs to adjust the curriculum to the actual circumstances and needs of the
learners.
The curriculum may undergo some revisions or changes during the
implementation. That is why there is a need to have a continuous
assessment of the attainment of its goals. Indeed, curriculum development
is a never-ending process.
Objective:
To assess the extent of the curriculum goals
Procedure:
1. Read the objectives of the K-12 Curriculum.
2. Go over the activities you have done in Episode 1 and 2.
3. Use the rating scale to assess the attainment of the curriculum
objectives based on:
School Environment
School Practices
The Teacher as Implementer of the Curriculum
The textbooks and Other Support Materials
4. Make a summary of your findings.
Activity 1: Extent of the Attainment of Objectives
Make a personal evaluation as to what extent the objectives of the K12 program are attained based on a set of criteria. Indicate with a check
mar the extent of attainment of the curriculum objectives.
Indicators:
5 Very Great Extent
4 Great Extent
3 Moderate Extent
2 Slight Extent
1 Not at All
CRITERIA
A. School Environment in Making the Curriculum
Work
1. Updated EMIS data

2. Well-maintained school facilities and

equipment
3. Well-planned class schedule
4. Controlled class size
5. Well-distributed teaching load
B. School practices
1. Relevant school activities provided
2. Community involvement in school activities
3. Enhanced co-curricular and extra-curricular
activities
C. The teacher as Implementer of the Curriculum
1. Use of the curricular approaches and strategies
2. In-service training of the teachers
3. Teachers curriculum vitae (length of service,
gender, eligibility, etc)
D. Textbooks and Other Support Materials
1. Sufficient textbooks provided to learners
2. Sourcing other materials of instruction
3. Familiarization with the K-12 curriculum
Make a summary of your findings and give your suggestions and
recommendations.
Prepare the final reflection paper.

T E U N IV E R
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Republic of the Philippines

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY

Bacolor, Pampanga

November 11, 2014

Prof. ANITA G. SIBUG
Principal
Laboratory High School
This University
Madam:
The Field Study courses of the Don Honorio Ventura Technological
State Universitys College of Education as reflected in each subject
description requires the Bachelor of Secondary Education (BSED) students
to observe practical learning experiences aligned to the different
professional subjects.
In this regard, may you allow our Field Study classes to do their
observation of classes in the Laboratory High School from November up to
March 2015?
Thank you for your usual support.
Respectfully yours,
Mrs. ROSE LYNN D.
VILLANUEVA
Instructor 1, Field Study 4

Noted:
RIZA B. LINTAG, Ed.D.
Chair, BSED Program

Approved:
DOLORES T. QUIAMBAO, Ed.D.
Dean, College of Education