Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon

AY 2018-2019

FOUNDATION UNIVERSITY
DUMAGUETE CITY

Life Purpose
The life purpose of Foundation University is to educate and develop individuals to become productive, creative, useful and responsible
citizens of society.

Vision
Foundation University envisions itself as a dynamic, progressive environment that cultivates effective learning, generates creative
ideas, responds to societal needs and offers equal opportunity for all.

Mission
To enhance and promote a climate of academic excellence, responsive to the challenges of the times where individuals are devoted to
the pursuit of knowledge, critical thinking, commitment to life-long learning and service to society.

Core Values

Excellence Commitment Integrity Service

Objectives of the College of Education

Specifically, the objectives of the College of Education which serve as guide in fulfilling the mission and vision of the University are the
following:

1. to produce persons of sound mind, good moral character and broad culture;
2. to produce students with specialized training in fields they are expected to teach;
3. to inculcate in the students understanding of humanism, nationhood, international unity, and desirable Filipino values; and
4. to train students in research and lifelong learning.

Institutional Outcomes
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Foundation University endeavors to produce students who can:

1. Be effective communicators who employ critical thinking in synthesizing arguments asserting what is ideal for the common good.
2. Produce innovative creations and solutions through the redefined use of technology that are beneficial to the environment and
community
3. Appraise the traditional arts and actively promote local culture and wisdom
4. Translate and implement global ideas and practices of specialized disciplines for local, environmental, and community action.
5. Demonstrate passion for life-long learning in the creation of new knowledge through research.

Program Educational Objectives

(This course is common to BSEd and BEEd programs)
Common to BSEd and BEEd Programs
The graduates of the Bachelor in Elementary Education and Bachelor in Secondary Education Programs of the College of
Education shall be able to:
1. possess comprehensive knowledge on the teaching and learning processes, refined skills in effectively delivering instruction
given different learning situations and milieu, and resilient attitude in dealing with curricular reforms and instructional
challenges (PQF Level 6 Descriptor);
2. carry over the knowledge, skills, and attitudes in performing the duties and responsibilities expected from a licensed
professional teacher with enthusiasm, creativity, dynamism, dedication, patriotism, morality and integrity (PQF Level 6
Descriptor);
3. dedicate life in service of their learners through lifelong learning, research and continuous personal and professional
development (PQF Level 6 Descriptor);
4. demonstrate educational leadership in participating in addressing pertinent issues from the micro level to the macro level;
5. develop well-rounded personality that could easily work with people coming from different backgrounds; and
6. promote globalization in education through utilization of diverse teaching methods and strategies.

Specific to BEEd Program

The graduates of the Bachelor in Elementary Education Program of the College of Education shall be able to:
1. be equipped with fundamental knowledge of all general education subjects;
2. possess different approaches to teaching that is suitable for young learners; and
3. exhibit patience and positivism.

Specific to BSEd Program

The graduates of the Bachelor in Secondary Education Program of the College of Education shall be able to:
1. align their knowledge of the teaching and learning processes with their knowledge of their respective area of
concentration;
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

2. demonstrate comprehensive understanding of an adolescent learner through empathetic and sensitive approaches to
instruction; and
3. promote values in preparation for adolescence and young adulthood.

Program Outcomes
Common to Teacher Education
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive the local, national, and global realities
8. Pursue lifelong learning for the personal and professional growth through varied experiential and field-based opportunities
9. Demonstrate genuine concern and care towards the welfare of the learners
10. Manifest sense of responsibility and accountability in performing tasks
11. Demonstrate resilience in working conditions, initiative to instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and resourcefulness to realizing all that was mentioned

Specific to BEEd Program

1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure elementary learning outcomes.
5. Demonstrate flexibility in teaching pupils of different levels.
6. Takes responsibility in facilitating activities in school and in the community.

Specific to BSEd Program

1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.
5. Demonstrate flexibility in teaching students of different levels.
6. Takes responsibility in facilitating activities in school and in the community.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

A. Institutional Outcomes (IO) Program Educational Objectives (PEO) and Programs Outcomes (PO) in relationship to Life
Purpose, Vision, Mission, and Core Values

Life Mission Vision Core Values

Purpose
a b c d
Institutional Outcomes
1. Be effective communicators who employ critical thinking in
synthesizing arguments asserting what is ideal for the common       
good.
2. Produce innovative creations and solutions through the redefined
use of technology that are beneficial to the environment and       
community
3. Appraise the traditional arts and actively promote local culture and
wisdom       
4. Translate and implement global ideas and practices of specialized
disciplines for local, environmental, and community action.       
5. Demonstrate passion for life-long learning in the creation of new
knowledge through research.       
Program Educational Objectives (Common)
1. possess comprehensive knowledge on the teaching and
learning processes, refined skills in effectively delivering       
instruction given different learning situations and milieu, and
resilient attitude in dealing with curricular reforms and
instructional challenges;
2. carry over the knowledge, skills, and attitudes in performing
the duties and responsibilities expected from a licensed       
professional teacher with enthusiasm, creativity, dynamism,
dedication, patriotism, morality and integrity;
3. dedicate life in service of their learners through lifelong
learning, research and continuous personal and professional       
development;
4. demonstrate educational leadership in participating in
addressing pertinent issues from the micro level to the macro       
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

level;
5. develop well-rounded personality that could easily work with
people coming from different backgrounds; and       
6. promote globalization in education through utilization of
diverse teaching methods and strategies.       
Program Outcomes (Common to TEIs)
1. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts       
2. Demonstrate mastery of subject matter/discipline
      
3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their       
environments
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners       
5. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices       
6. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes       
7. Practice professional and ethical teaching standards sensitive the
local, national, and global realities       
8. Pursue lifelong learning for the personal and professional growth
through varied experiential and field-based opportunities       
9. Demonstrate genuine concern and care towards the welfare of the
learners
10. Manifest sense of responsibility and accountability in performing
tasks
11. Demonstrate resilience in working conditions, initiative to
instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and
resourcefulness to realizing all that was mentioned
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

B. Institutional Outcomes (IO) Program Educational Objectives (PEO) and Programs Outcomes (PO) in relationship to College
Objectives

College Objectives
1 2 3 4
Institutional Outcomes
1. Be effective communicators who employ critical thinking in
synthesizing arguments asserting what is ideal for the common    
good.
2. Produce innovative creations and solutions through the redefined
use of technology that are beneficial to the environment and    
community
3. Appraise the traditional arts and actively promote local culture and
wisdom    
4. Translate and implement global ideas and practices of specialized
disciplines for local, environmental, and community action.    
5. Demonstrate passion for life-long learning in the creation of new
knowledge through research.    
Program Educational Objectives (Common)
1. possess comprehensive knowledge on the teaching and
learning processes, refined skills in effectively delivering  
instruction given different learning situations and milieu, and
resilient attitude in dealing with curricular reforms and
instructional challenges;
2. carry over the knowledge, skills, and attitudes in performing
the duties and responsibilities expected from a licensed  
professional teacher with enthusiasm, creativity, dynamism,
dedication, patriotism, morality and integrity;
3. dedicate life in service of their learners through lifelong
learning, research and continuous personal and professional    
development;
4. demonstrate educational leadership in participating in
addressing pertinent issues from the micro level to the macro  
level;
5. develop well-rounded personality that could easily work with
people coming from different backgrounds; and   
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

6. promote globalization in education through utilization of

diverse teaching methods and strategies.    
Program Outcomes (Common to TEIs)
1. Articulate the rootedness of education in philosophical, socio-
cultural, historical, psychological, and political contexts    
2. Demonstrate mastery of subject matter/discipline

3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their  
environments
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners  
5. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices 
6. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes   
7. Practice professional and ethical teaching standards sensitive the
local, national, and global realities    
8. Pursue lifelong learning for the personal and professional growth
through varied experiential and field-based opportunities   
9. Demonstrate genuine concern and care towards the welfare of the
learners
10. Manifest sense of responsibility and accountability in performing
tasks
11. Demonstrate resilience in working conditions, initiative to
instigate actions, creativity in recreating learning tasks,
innovativeness in providing learning experiences, and
resourcefulness to realizing all that was mentioned

C. Institutional Outcomes (IO) in Relationship to Program Educational Objectives (PEO) and Programs Outcomes (PO)

Institutional Outcomes (IO) Program Educational Objectives Program Outcomes (PO)

(PEO) (Common to TEIs)
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

(Common)
IO-1 Be effective communicators who employ critical 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5, 9
thinking in synthesizing arguments asserting what
is ideal for the common good.
IO-2 Produce innovative creations and solutions through 1, 2, 4, 6 1, 2, 3, 4, 5, 6, 8
the redefined use of technology that are beneficial
to the environment and community
1O-3 Appraise the traditional arts and actively promote 1, 2, 3, 4, 5, 6 1, 2, 3, ,4, 6, 7, 9
local culture and wisdom
IO-4 Translate and implement global ideas and practices 1, 2, 4, 5 1, 2, 6, 7, 8, 9
of specialized disciplines for local, environmental,
and community action.
IO-5 Demonstrate passion for life-long learning in the 3, 4, 5, 6 4, 6, 7, 9
creation of new knowledge through research.

D. Program Outcomes and Performance Indicators

Program Outcomes Performance Indicators

Common to Teacher Education
1. Articulate the rootedness of education
in philosophical, socio-cultural,
historical, psychological, and political
contexts
2. Demonstrate mastery of subject
matter/discipline
3. Facilitate learning using a wide range
of teaching methodologies and delivery
modes appropriate to specific learners
and their environments
4. Develop innovative curricula,
instructional plans, teaching
approaches, and resources for diverse
learners
5. Apply skills in the development and
utilization of ICT to promote quality,
relevant, and sustainable educational
 Generate opportunities for reflection on historical, social, cultural and political
processes as they affect the day to day lives of the students.
 Discuss with efficiency and proficiency the foundations of education
 Engage students in a cooperative activity to fully understand the roots of
education
 Actively engage students to sustain interest in the subject matter.
 Implement learner-friendly classroom management procedures and practices.
 Use varied teaching methodologies appropriate for diverse learners.
 Evaluate current teaching approaches and innovate based on learners’ needs
 Employ reflective thinking in choosing an appropriate teaching strategy in
teaching a particular group of students.
 Implement and evaluate the curriculum.
 Effectively write and carry out the lesson plan with mastery.
 Deliver interesting lessons with congruent objectives, subject matter, teaching-
learning activities, materials and assessment procedures.
 Integrate use of technology in the teaching and learning processes
 Reinvent use of common technology-based tools to augment learning experiences
with technology
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019
practices
6. Demonstrate a variety of thinking skills
in planning, monitoring, assessing, and
reporting learning processes and
outcomes
7. Practice professional and ethical
teaching standards sensitive the local,
national, and global realities
8. Pursue lifelong learning for the
personal and professional growth
through varied experiential and field-
based opportunities
9. Demonstrate genuine concern and care
towards the welfare of the learners
10. Manifest sense of responsibility and
accountability in performing tasks
11. Show resilience in working
conditions, initiative to instigate
actions, creativity in recreating
learning tasks, innovativeness in
providing learning experiences, and
resourcefulness to realizing all that
was mentioned
 Show proficiency in the use of technology as an integral tool in teaching, learning,
and assessment
 Employ regular feedback to student’s performance
 Source and organize data and information concerning teaching and learning.
 Analyze and interpret data and information using appropriate tools and
procedures.
 Compose and disseminate properly well-written reports (progress reports,
assessment, official communications, among others).
 Behave in accordance to the Code of Ethics of Professional Teachers.
 Use the community as a learning resource.
 Enthusiastically take part in activities that would benefit the school and the
community.
 Plan and carry out personal and professional advancement.
 Proactively notice and address problems inside the classroom
 Give equal importance to the inputs of all students
 Provide contextualized discussions of topics
 Dedicate time and effort in finishing started and assigned work
 Show passion in completing a task
 Manifest readiness by preparing contingency plans in every task given
 Adapt to various teaching milieus
 Can work under pressure
 Demonstrate eagerness to learn a new task or can easily adopt to a different work
environment not related to teaching
 See limitless possibilities in recreating existing concepts and ideas
 Effectively facilitate inclusive learning by taking into consideration different ideas
from students and colleagues
 Lead in development work in school or in the community
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Sabdyek Kowd: Filipino104

Pamagat ng Sadyek: Ang Filipino sa Kurikulum ng Batayang Edukasyon
Bilang ng Units: 3
Pre-requisite:
Mga Instruktor: Felipe B. Sullera, Jr., MAEd-Filipino; Cristina P. Calisang, Ed.D.

Diskripsyon ng Kurso:

Tumatalakay sa mga batayang teoretikal, nilalaman, katangian at panuntunan sa pagpapatupad ng nireestrakturang kurikulum sa
Filipino. Iniaangkop ang kurikulum sa mga kondisyon at sitwasyong lokal. Sinasaklaw din ng kursong ito ang pag-aaral sa mga layunin,
teorya, simulain, mga batas, kalakaran ng pagtuturo at pagkatuto ng wikang Filipino batay sa kahingian ng kurikulum ng batayang
edukasyon sa elementary, sekondarya, at kolehiyo.

Layunin din ng pag-aaral na ihanda ang mga mag-aaral na nagpapakadalubhasa sa Filipino na maging mulat at maalam sa mga
bagong kalakaran sa pagtuturo at pagkatuto ng Filipino. Isinama rin sa kurso ang pagtalakay sa mga kahalagahan ng kagamitang panturo
na maaaring magamit nila at maiangkop ang mga ito sa tiyak na paksa.

Course Learning Outcomes

Pagkatapos ng kurso, inaasahang ang mga estudyante ay:

CLO 1: Natatalakay nang mahusay ang mga pamantayan, patakaran, kalakaran at mga prosesong pinag-ugatan ng
kurikulum;

CLO2: Natatalakay nang matalino sa malikhaing paraan ang katayuan ng asignaturang Filipino sa mga nabuong
kurikulum sa edukasyon ng Pilipinas;

CLO3: Nagagamit nang mahusay ang wikang Filipino sa pagtalakay ng kahulugan at katangian ng kurikulum;

CLO4: Nagagamit nang mahusay ang wikang Filipino sa pagtalakay ng mga ugat at kasaysayan ng kurikulum; at

CLO5: Nalilinang ang kakayahan sa paglinang at pagtaya ng kurikulum salig sa makabagong teorya at praktika ng
edukasyon.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

E. Course Learning Outcomes (CLO) in Relationship to Institutional Outcomes (IO), Program Educational Objectives (PEO),
Programs Outcomes (PO) and College Objectives (CO)

Course Learning Outcomes (CLO) Institutional Program Program CE Objectives

Outcomes Educational Outcomes
Objectives (Common to
TEIs)
CLO 1 Natatalakay nang mahusay ang mga
pamantayan, patakaran, kalakaran at mga 1,2,5 1,2,3,4,5 1,4,5,6,7,8,9,10, 1,2,3,4,5
prosesong pinag-ugatan ng kurikulum 11
CLO 2 Natatalakay nang matalino sa malikhaing
paraan ang katayuan ng asignaturang Filipino 1,2,3,4,5 1,2,3,4,5 1,4,5,6,7,8,9,10, 1,2,3,4,5
sa mga nabuong kurikulum sa 11
edukasyon ng Pilipinas;
CLO 3 Nagagamit nang mahusay ang wikang Filipino
sa pagtalakay ng kahulugan at katangian ng 1,3 2, 5 1,2,3,10 1,2,5
kurikulum
CLO 4 Nagagamit nang mahusay ang wikang Filipino
sa pagtalakay ng mga ugat at kasaysayan ng 1,3 2,5 1,2,3,10 1,2,5
kurikulum
CLO 5 Nalilinang ang kakayahan sa paglinang at
pagtaya ng kurikulum salig sa makabagong 1,2,3,4,5 1,2,3,4,5,6 1,4,5,6,7,8,9,10, 1,2,3,4,5
teorya at praktika ng 11
Edukasyon.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Grading System:

COMPONENTS PRELIM GRADE MIDTERM GRADE FINAL GRADE

Attendance 5% 5% 5%

Quizzes 20% 20% 20%

Recitation 10% 10% 10%

Presentation 20% 20% 20%

Project 20% 20% 20%

Examination 25% 25% 25%

TOTAL 100% 100% 100%

Course Grade: 0.3(PG)+0.3(MG)+0.4(FG)

Alituntuning Pang-klasrum:

1. Uniporme – Inaasahan ang kumpletong pagsusuot ng uniporme at ID sa araw ng pasukan.

2. Mga nararapat na gupit ng buhok ng mga lalaki (bawal ang paglalagay ng hikaw). Inaasahan din ang maayos na ayos ng buhok ng mga
babae lalo na ang paglalagay ng mga kolorete at pagsusuot ng mga hikaw at anupamang aksesorya ay kinakailangan ding naaayon.
3. Atendans – Mariin na ipanatutupad na sinuman ang gagawa ng tatlong (3) sunod-sunod na di-katanggap-tanggap na pagliban ay
maaaring buburahin sa pagkakatala (dropped). Ang mga nahuhuli sa pagpasok ay maaaring patawan ng mga sumusunod: (a) dalawang
sunod-sunod na pagkahuli ay papatawan ng 1 liban; (b) ang estudyanteng lalabas ng klase bago ang itinakdang oras ay huli rin at
papatawan ng katulad ng nabanggit sa una; at (c) labinlimang (15) minutong palugit lamang ang ibibigay sa mga estudyante bago
lubusang maging huli sa klase. Kinakailangang magpakita ng Liham Paumanhin ang estudyante na nilagdaan ng magulang o sinumang
nakatatanda sa kanya at naglalaman ng paliwanag at rason ng pagliban at pagkahuli. Maaari ring may lagda ng dekana/dekano.
4. Higit na ipinagbabawal ang pangongopya at pangongodego. Sinuman ang mahuli na gumagawa ng nabanggit ay makatatanggap ng
karampatang parusa. Higit na malalang parusa ang pagkaalis o dismissal sa paaralan.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
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5. Sinuman ang hindi makakakuha ng alinman sa mga pasulat na pagsusulit at makasali sa anumang pagtatanghal o presentasyon ay
bibigyan lamang ng pagkakataong makakuha nito kung balido ang rason.
6. Higit na iniimplementa sa buong unibersidad ang NO PERMIT, NO EXAM. Bibigyan lamang ng labindalawang (12) araw na palugit ang
mga estudyante na makakuha ng major exams. Lampas sa itinakdang panahon ay hindi na maaaring kumuha pa ng pasulit datapwa’t
awtomatikong zero (0) ang makukuhang eskor dito. Tuwing Pinal na Pasulit, bibigyan lamang ng limang araw na palugit ang mga
estudyante bago lubusang makakuha ng gradong INC ganun din sa pagpasa ng proyekto at anumang pagtatanghal sa presentasyon na
komponent..
7. Sa pagpasa ng mga kursong pangangailangan, marapat na ipasa ito dalawang (2) araw o sa araw na itinakda. Lampas sa itinakdang
araw ay hindi papayagang makapapagpasa pa.
8. Ang respeto ng bawat isa ay higit na kinakailangan lalong-lalo na sa guro. Sinuman ang magpapakita ng kawalan ng respeto lampas sa
makakayang bigyan ito ng konsiderasyon ay makatatanggap ng karampatang parusa depende sa guro. Ipinagbabawal din ang bullying.
9. Ugaliing panatilihin ang kalinisan at kaayusan ng silid-aralan. Itapon ang mga basura sa basurahan at hinihikayat din ang lahat na
isaayos ang mga upuan bago lalabas ng silid.
10. Ang iilan sa mga polisiya at tuntunin ay ibibigay sa mga estudyante sa mga pagkakataon o sitwasyon na kinakailangan.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Course Outline and Timeframe

MARKAHAN LINGGO ARAW PAKSA

I. Kahulugan at kahalagahan ng Filipino, Kurikulum, at

Edukasyon

WEEK 1 P1 & 2(August 13-14, 2018) 1. Kahulugan at kahalagahan ng kurso

P3 & P4( August 15-17, 2018)
2. Epektibong guro at malikhaing pagtuturo
A. Mga katangian ng guro
B. Code of ethics
C. Disenyo ng malikhaing pagtuturo
D. Layunin ng pagtuturo
E. Kasangkapan sa proseso ng pagtuturo
F. Mga elemento ng mabuting pagtuturo
3. Ang mga Kasanayang Pangwika sa Pagtatamo ng Kasanaayang
Akademik

4. Kasalukuyang Kalagayan ng Pagtuturo ng Filipino sa Batayang

PRELIM Edukasyon.

II. Ang Kurikulum

PII;1-5 ( August 20-21, 2018)
WEEK 2 PIII; 1& 2 ( August 22-23,
2018)
PIII; 3 & 4 ( August 24, 2018)
1. Ang PROCEED at ang Bagong Kurikulum sa Paaralang Elementarya
(NESC)
2. Ang SEDP (Secondary Education Development Program)
3. Mga Kasanayan sa Filipino sa SEDP Kurikulum
4. Ang mga Komponents at Katangian ng Asignaturang Filipino sa
Kurikulum ng 1989.
5. Ang kurikulum sa kasalukuyang panahon (2012) Ang Mother
Tongue Based Multilingual Education

III. Ang Kurikulum sa Iba’t Ibang Dominasyon

1. Ang Tradisyonal at ang Modernong Dominasyon ng Kurikulum
2. Pagpaplano ng Kurikulum
3. Paglinang ng Kurikulum
4. Mga Salik sa Paglinang ng Kurikulum
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

IV. “Schools of Thought” sa Paglinang ng Kurikulum

WEEK 3 PIV 1&2 ( August 28-29, 2018)
PV 1-7 ( August 30-31, 2018)
1. Essentialist School
2. Ang Progressivist School
V. Paglinang ng Kurikulum sa Pilipinas
1. Ang Kurikulum Bago Dumating ang mga Kastila
2. Ang Kurikulum sa Panahon ng mga Kastila
3. Kurikulum sa Panahon ng mga Amerikano
4. Ang Kurikulum sa Panahon ng Komonwelt
5. Ang Kurikulum sa Panahon ng mga Hapones
6. Ang Kurikulum sa Panahon ng Kalayaan
7. Ang Kurikulum samPanahon ng Republika ng Pilipinas

VI. Mga batayang legal at opisyal na paggamit ng Filipino bilang

wika ng edukasyon
1. CMO 59, s. 2004
2. CMO 30, s. 2004
3. CMO 04, s. 2016
4. Ang NGEC 2018

VII. Mga Pagdulog at Estratehiya sa Pagtuturo ng Filipino Batay

PVI; 1-4 ( September 4 – 5, sa Kurikulum
MIDTERM WEEK 1 2018)
PVII; 1&2 (September 6 – 7, 1. Ang Pagbabago ng Kurikulum sa Pagtuturo ng Filipino
2018) 2. Ang Pagbabagong Kurikulum sa K-12

WEEK 2 VIII. Mga Iilang Pananaw, Estratehiya, at Modelo sa Pagtutro ng

P1-2 ( September 10 – 11,
2018)
P3-4 ( September 12 – 13,
2018)
P5 ( September 14, 2018)
Filipino Batay sa Kurikulum
1. Ang Thematic Curriculum
2. Sheltered Course Model
3. Adjunct Model
4. Cognitive Academic Learning Approach (CALA)
5. Content Based Instruction (CBI)
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

IX. Ang Kurikulum na Filipino

1. Saan Patutungo sa Hamon ng Globalisasyon?
2. Spiral Curriculum
WEEK 3 3. Thematic Curriculum
September 17 – 20, 2018 4. Horizontal at vertical curriculum
5. Inclusive education
6. ALS

X. Pagsusuri ng Kurikulum sa Filipino sa Lahat ng Antas ng

Edukasyon
1. Ang kurikulum sa edukasyong Elementarya
2. Ang kurikulum sa edukasyong sekundarya
FINALS WEEKS P1 ( September 24 – 2018 ) 3. Ang kurikulum sa edukasyon sa antas tersarya
1-3 4. Mga dulog sa pagdidisenyo ng kurikulum
P2 ( October 1 – 10, 2018) 5. Mga prinsipyo sa pag-organisa ng isang programa para sa
kalinangan ng kurikulum
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Time Specific Learning Outcomes Course Topics Methods & Assessment

Frame Learning Activities
Outcomes
PRELIM
WEEK 1 I. Kahulugan at
1. Nakapaglilikha ng mga kahalagahan ng
graphic organizers bilang Filipino, Kurikulum, at
pagpapaliwanag tungkol sa Edukasyon
guro. 1. Kahulugan at
kahalagahan ng kurso
2. Nakapagbubuo ng mga Malayang
gabay sa pag-uugnay ng mga 2. Epektibong guro at talakayan Pasalitang-pasulit
kaalaman tungkol sa proseso malikhaing pagtuturo
ng pagtuturo CLO 1, 2, 3 A. Mga katangian ng guro
B. Code of ethics Posisyong papel
3. Nakapagtutukoy sa mga C. Disenyo ng malikhaing Krayterya sa
kasanayang pangwika sa pagtuturo Posisyong Papel
pagtatamo ng kasanayang D. Layunin ng pagtuturo Pag-uulat
akademik. E. Kasangkapan sa Nilalaman 30
proseso ng pagtuturo Organisasyon 25
4. Nakabubuo ng isang F. Mga elemento ng Hot seat Kaisahan 25
Posisyong Papel kaugnay sa mabuting pagtuturo Punto 20
kasalukuyang kalagayan ng
Pagtuturo ng Filipino sa 3. Ang mga Kasanayang Kabuuan: 100
Batayang Edukasyon. Pangwika sa Pagtatamo
ng Kasanayang Akademik

4. Kasalukuyang
Kalagayan ng Pagtuturo
ng Filipino sa Batayang
Edukasyon.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEK 2 II. Ang Kurikulum

1. Naihahambing ang bawat 1. Ang PROCEED at ang
kapanahunan ng kurikulum. Bagong Kurikulum sa
Paaralang Elementarya
2. Nakapagtatalakay at (NESC)
nakapag-iisa-isa sa mga 2. Ang SEDP (Secondary Carousel
pagbabagong nagaganap sa Education Development brainstorming
kurikulum. Program) Pasulat na pasulit
3. Mga Kasanayan sa Stop and React
3. Nakagagawa ng mga Filipino sa SEDP
pagsusuri sa mga layunin ng Kurikulum Malayang Krayterya sa
mga pagbabago sa kurikulum. 4. Ang mga Komponents talakayan Action Plan
CLO 1, 2 ,3, 4, 5 at Katangian ng
4. Nakalilikha ng isang action Asignaturang Filipino sa Masining na Relevans 25
plan sa pagpapaunlad ng Kurikulum ng 1989. presentasyon Organisasyon 25
Filipino sa kurikulum. 5. Ang kurikulum sa Estratehiya 25
kasalukuyang panahon Plano 25
(2012) Ang Mother Kabuuan: 100
Tongue Based
Multilingual Education

III. Ang Kurikulum sa

Iba’t Ibang Dominasyon
1. Ang Tradisyonal at ang
Modernong Dominasyon
ng Kurikulum
2. Pagpaplano ng
Kurikulum
3. Paglinang ng
Kurikulum
4. Mga Salik sa Paglinang
ng Kurikulum
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019
WEEK 3 1. Nakapaglalarawan sa School
of Thoughts sa paglinang ng
kurikulum.
2. Nakapaghahambing sa iba’t
iba’t ibang kurikulum sa
Pilipinas.
3. Nakagagawa ng isang
pananaliksik kaugnay sa mga
batayang teorya sa pagbabago
ng kurikulum sa bawat
panahon.
IV. “Schools of Thought”
sa Paglinang ng
Kurikulum
1. Essentialist School
2. Ang Progressivist
School
Suring-basa
V. Paglinang ng
Kurikulum sa Pilipinas Pasalita at pasulat
CLO 1, 2 ,3, 4, 5 1. Ang Kurikulum Bago Round table na pasulit
Dumating ang mga Kastila discussion
2. Ang Kurikulum sa
Panahon ng mga Kastila
3. Kurikulum sa Panahon SQ3R
ng mga Amerikano
4. Ang Kurikulum sa
Panahon ng Komonwelt
5. Ang Kurikulum sa
Panahon ng mga Hapones
6. Ang Kurikulum sa
Panahon ng Kalayaan
7. Ang Kurikulum
samPanahon ng
Republika ng Pilipinas
MIDTERM
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEK 1 VI. Mga batayang legal

1. Nakapagtutukoy sa mga
kartilya ng kurikulum ng
kursong Filipino.
2. Nakapag-iisa-isa sa mga
dulog at estratehiya sa
pagtuturo ng Filipino batay sa
kurikulum.
3. Nakapaglalahad ng isang
forum kaugnay sa mga
sanligang batas pang-wika.
at opisyal na paggamit
ng Filipino bilang wika
ng edukasyon
1. CMO 59, s. 2004
2. CMO 30, s. 2004 Tanong-sagot
CLO 1, 2 ,3, 4, 5 3. CMO 04, s. 2016
4. Ang NGEC 2018 Pasalitang
Paghahambing at pagsusulit
VII. Mga Pagdulog at pagkokontras
Estratehiya sa
Pagtuturo ng Filipino
Batay sa Kurikulum Dialoguing

1. Ang Pagbabago ng
Kurikulum sa
Pagtuturo ng Filipino
2. Ang Pagbabagong
Kurikulum sa K-12

WEEK 2 1. Nakapagtutukoy sa mga VIII. Mga Iilang

pananaw, estratehiya at Pananaw, Estratehiya,
modelo sa pagtuturo ng at Modelo sa Pagtutro Pagsusuri sa
Filipino. ng Filipino Batay sa Curriculum Guide Paggawa ng isang
Kurikulum sa Filipino sa bawat ACID PLAN at
2. Nailalapat ang mga CLO 1, 2 ,3, 4, 5 1. Ang Thematic antas UNPACKING ng
pananaw, estratehiya at Curriculum kompetensi.
modelo sa pagtuturo sa 2. Sheltered Course Model Pag-uulat
pagpaplanong pang- 3. Adjunct Model
kurikulum. 4. Cognitive Academic
Learning Approach
3. Nakabubuo ng isang ACID (CALA)
PLAN batay sa mga pananaw, 5. Content Based
estratehiya at modelo sa Instruction (CBI)
pagtuturo.
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

WEEK 3 1. Nakapagtatalakay sa iba’t IX. Ang Kurikulum na

ibang disenyo ng kurikulum sa Filipino
Filipino. 1. Saan Patutungo sa
Hamon ng Globalisasyon?
2. Nakapagsusuri sa mga 2. Spiral Curriculum Malayang
proseso at estruktura sa mga CLO 1 ,3, 4, 5 3. Thematic Curriculum talakayan Pasalita at pasulat
disenyong pang-kurikulum. 4. Horizontal at vertical na pagsusulit
curriculum Suring-basa
3. Nailalapat ang mga proseso 5. Inclusive education
at estruktura sa pagdisenyo ng 6. ALS
isang pagpaplanong
pagtuturo.

FINALS
WEEKS 1-3 X. Pagsusuri ng
1. Nakapagtutukoy sa mga Kurikulum sa Filipino
praktikal at makaagham na sa Lahat ng Antas ng
paraan ng pagtuturo sa Edukasyon
Filipino sa iba’t ibang antas ng 1. Ang kurikulum sa Mga pagsusuri
pag-aaral salig sa disenyo ng edukasyong Elementarya
kurikulum. 2. Ang kurikulum sa
edukasyong sekundarya Tanong-sagot Curriculum map
2. Nakapag-aanalisa sa mga 3. Ang kurikulum sa
sistema na iniaangkop ng CLO 1, 2 ,3, 4, 5 edukasyon sa antas
kurikulum sa pagtuturo ng tersarya Curriculum
Filipino. 4. Mga dulog sa mapping
pagdidisenyo ng
3. Nailalapat ang mga sistema kurikulum
at makaagham na proseso sa 5. Mga prinsipyo sa pag-
paggawa ng curriculum map. organisa ng isang
programa para sa
kalinangan ng kurikulum
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

TALASANGGUNIAN

Mga Hanguang Aklat

1. Paquito B. Badayos. Metolohiya sa Pagkatuto at Pagtuturo ng/sa Filipino. Mutya Publishing Inc., 2008.

2. Patrocinio V. Villafuerte at Rolando A. Bernales. Pagkatuto at pagtuturo ng/sa Filipino mga Teorya at Praktika. Mutya Publishing Inc.,
2008.

Mga Elektronikong Hanguan

1. Historikal na Pagsusuri sa Edukasyong Pilipino

Inihanda ng National Union of Students of the Philippines,
http://digitalpadepa.com /kurikulumindex.htm

2. DepEd Order No. 37, s. 2003, “ Revised Implementing

Guidelines of the 2003 Secondary Education Curriculum Effective School 2003-
2004”
http://komfil.gov.ph/archives /category/balita/sari-sari

3. K12 Educational System in the Philippines - A Policy

Paperhttp://www.academia.edu/1525168/K12_Educational_System_in_the_Philippin
es_-_A_Policy_Paper

4. K to 12 Curriculum
http://www.mcu.edu.ph/stag/wp-content/uploads/2013/12/MCU_-the_-K_to_-12_-
Curriculum.pdf
http://www.gov.ph/k-12/

5. Why does the Philippines Need the K-12 Education System?

http://cianeko.hubpages.com/hub/The-Implementation-o-the-K-12-Program-in-the-
Philippine-Basic-Education-Curriculum
 Syllabus sa Ang Filipino sa Kurikulum ng Batayang Edukasyon
AY 2018-2019

Prepared by/Date Reviewed by/Date Noted by/Date Approved by/Date

FELIPE B. SULLERA JR., ANTONIA LYDIA LINDA P. JASPER ERIC C. CATAN,

LPT, MAEd GUEYNDOLINE B. FEROLINO, MAEd LPT, MAEd.
Instructor DESPOJO, LPT, MAEd University Librarian CE Dean
Chairperson, Syllabi
___________________ committee
Signature
____________________ ____________________ ____________________
Signature Signature Signature
CRISTINA P. CALISANG.,
LPT, Ed.D
___________________ ___________________ ___________________
___________________ Date Date Date
Signature

__________________
Date