NAME: Villacampa, Bernadette H.
COURSE& SECTION: BSED English 32E1
SUBJECT: Curriculum Development
Activity 15. Reflect on and address the following:
1. Identify other subjects or disciplines that are examples of subject design.
Subject design is a traditional curriculum structure that organizes content into
separate, distinct subjects. Each subject is taught independently with its own
objectives, content, and assessments .Examples include:
• Mathematics (Algebra, Geometry, Calculus)
• Science (Biology, Chemistry, Physics)
• History (World History, Asian History, American History)
• English (Grammar, Literature, Writing)
• Physical Education (Sports, Health, Fitness)
2. Identify other subjects or disciplines that are examples of the different types of
integrated curriculum design.
The Integrated curriculum designs merge subjects to create meaningful
connections. Examples include:
• Multidisciplinary Approach (Subjects remain distinct but are connected
through a common theme)
Example: A unit on climate change integrating Science (causes), Social
Studies (global policies), and English (persuasive writing).
• Interdisciplinary Approach (Subjects blend to create new
understandings)
Example: STEM education combining Science, Technology, Engineering,
and Mathematics.
• Transdisciplinary Approach (Subjects dissolve, and learning is driven by
real-world problems)
Example: Project-Based Learning where students design a sustainable
city, incorporating Math (budgeting), Science (renewable energy), and
Social Studies (urban planning).
3. Examine the benefits and possible pitfalls of subject design and integrated
design.
• Subject Design
Subject design provides structured and specialized knowledge, making it
easier to assess and measure learning outcomes while allowing teachers
to focus on deep mastery of a subject. However, it can lead to fragmented
learning, where students struggle to connect knowledge across subjects,
and it may not reflect real-world applications that require interdisciplinary
thinking.
• Integrated Design
An integrated design promotes connections between subjects, fostering a
more holistic understanding and real-world application of knowledge.
Despite its advantages, it can be challenging to implement, requiring
careful planning to ensure depth in learning rather than a superficial
coverage of multiple topics.
Activity 16. Reflect on and address the following:
1.Identify schools that use a learner-centered curriculum.
Schools that implement a learner-centered curriculum focus on active student
participation, personalized learning, and critical thinking. Since, we are now in
21st century learners, if not all school but mostly they are promoting learner-
centered curriculum which is prioritizing learner actives participation with the
guidance of the teacher.
2. Observe how students learn in a learner-centered curriculum.
In a learner-centered curriculum, the learners engage in hands-on activities,
collaborative projects, and self-directed learning. Students exploring different
topics based on their interests, solve real-world problems, and receive
personalized instruction tailored to their needs. The teachers act as facilitators,
guiding students rather than simply delivering information, which encourages
critical thinking and independence on the learners.
3. Identify the benefits of having a learner-centered curriculum.
A learner-centered curriculum enhance and promotes creativity, problem-solving
skills, and a deeper understanding of subjects. It also promotes student
engagement, motivation, and confidence, it enhances collaboration, adaptability,
and lifelong learning skills, better preparing students for real-world challenges.
4. Analyze an example of a learner-centered curriculum by answering the
following questions:
• What skills, knowledge, and values are emphasized in the curriculum?
The curriculum emphasizes the development of critical thinking, problem-
solving, communication, and technical skills, along with subject-specific
knowledge and values such as ethical responsibility, respect, and lifelong
learning. Teachers must meet specific requirements, including relevant
educational qualifications, strong instructional and classroom
management skills, continuous professional development, and the ability
to assess student learning effectively.
• What learning experiences are provided?
The curriculum provides various learning experiences, including lectures,
hands-on activities, project-based learning, technology-enhanced
instruction, field trips, case studies, role-playing, group discussions, peer
teaching, and collaborative projects that promote critical thinking and real-
world application of knowledge.
• What type of learning environment is required for its implementation?
The curriculum requires a learning environment that is well-equipped with
necessary resources, such as classrooms, laboratories, libraries, and
technology, while also fostering inclusivity, engagement, and collaboration
through a supportive psychological and social atmosphere.
• What are the requirements of the curriculum for the teachers?
Teachers must meet specific requirements, including relevant educational
qualifications, proficiency in instructional strategies, classroom
management skills, continuous professional development, and the ability
to assess student progress effectively through various evaluation
methods.
Activity 18. Reflect on and address the following:
1. Examine the K-12 Curriculum. Select a grade level that you wish to analyze.
Identify the core standards and competencies that are required for all students to
know and do.
➢ The K to 12 Basic Education Program is the flagship program of the
Department of Education in its desire to offer a curriculum that is attuned
to the 21st century. Thus, the K to 12 Program includes Kindergarten and
12 years of basic education, consisting of six years of primary education,
four years of Junior High School, and two years of Senior High School
(SHS). This structure allows provide sufficient time for students to master
essential concepts and skills, fostering lifelong learning and equipping
graduates for higher education, vocational training, employment, or
entrepreneurship. In SHS level there are seven Learning Areas under the
Core Curriculum: Languages, Literature, Communication, Mathematics.
Philosophy, Natural Sciences, and Social Sciences.
Senior High School Core Curriculum Core standards and Competencies
Subjects
Oral Communication The development of listening and speaking
skills and strategies for effective
communication in various situations.
Understanding Culture, Politics, and Society This course uses insights from
Anthropology, Political Science, and
Sociology to develop students’ awareness
of cultural, social and political dynamics,
and sensitivity
To cultural diversity; provide them with an
understanding of how culture, human
agency, society and politics work; and
engage them in the examination of the
country’s current human development goals.
At the end of the course, students should
acquire ideas about human cultures, human
agency, society and politics; recognize
cultural relativism and social inclusiveness
to overcome prejudices; and develop social
and cultural competence to guide their
interactions with groups, communities,
networks, and institutions.
Pagbasa at Pagsusuri ng Ibat-Ibang Teksto Pag-aaral sa proseso ng pagbasa at
Tungo sa Pananaliksik pagsusuri ng iba’t ibang anyo at uri ng
teksto na nakatutulong sa pagbuo at
pagsulat ng sistematikong pananaliksik.
Reading and Writing The development of reading and writing
skills as applied to a wide range of materials
other than poetry, fiction and drama
Komunikasyon at Pananaliksik sa Wika at Pag-aaral tungo sa pananaliksik ukol sa
Kulturang Pilipino kalikasan, katangian, pag-unlad, gamit at
paggamit ng Wikang Filipino sa mga
sitwasyong komunikatibo at kultural sa
lipunang Pilipino.
21st Century Literature from the Philippines Study and appreciation of the literature of
and the World the region where the school is located in
relation to the literature of the other regions
of the country.
Contemporary Philippine Arts from the The subject covers various contemporary
Regions arts practices of the region where the school
is located. It aims to provide students with
an
appreciation of a broad range of styles in
the various disciplines with consideration on
their elements and principles, and engage
them to an integrative approach in studying
arts. Through this subject, students will
broaden and acquire the necessary creative
tools that open opportunities in pursuing
their individual career goals and aspirations.
Media and Information Literacy The course introduces the learners to basic
understanding of media and information as
channels of communication and tools for the
development of individuals and societies. It
also aims to develop students to be creative
and critical thinkers as well as responsible
users and competent producers of media
and information.
General Mathematics At the end of the course, the students must
know how to solve problems involving
rational, exponential and logarithmic
functions; to solve business-related
problems; and to apply logic to real-life
situations.
Statistics and Probability Physical Education and Health offers
experiential learning for learners to adopt an
active life for fitness and lifelong health. The
knowledge, skills and understanding which
include physical and health literacy
competencies support them in accessing,
synthesizing and evaluating information;
making informed decisions; enhancing and
advocating their own as well as others’
fitness and health.
This course on exercise for fitness enables
the learner to set goals , monitor one’s
participation in aerobic and muscle- and
bone-strengthening activities and constantly
evaluate how well one has integrated this
into one’s personal lifestyle.
Earth and Life Science This learning area is designed to provide a
general background for the understanding of
Earth Science and Biology. It presents the
history of
the Earth through geologic time. It discusses
the Earth’s structure, composition, and
processes. Issues, concerns, and problems
pertaining to natural hazards are also
included. It also deals with the basic
principles and processes in the study of
biology. It covers life processes and
interactions at the cellular, organism,
population, and ecosystem levels.
Physical Science Evolution of our understanding of matter,
motion, electricity, magnetism, light, and the
universe from ancient times to the present;
applications of physics and chemistry
concepts in contexts such as atmospheric
phenomena, cosmology, astronomy, vision,
medical instrumentation, space technology,
drugs, sources of energy, pollution and
recycling, fitness and health, and cosmetics
Introduction to Philosophy of the Human It will discuss An initiation to the activity and
Person/Pambungad sa Pilosopiya ng Tao process of philosophical reflection as a
search for a synoptic vision of life. Topics to
be discussed include the human
experiences of embodiment, being in the
world with others and the environment,
freedom, intersubjectivity, sociality, being
unto death.
The student should be able to show an
understanding of the activity of doing
philosophy of the human person as an
embodied being in the world and the
environment.
Physical Education and Health Physical Education and Health offers
experiential learning for learners to adopt an
active life for fitness and lifelong health. The
knowledge, skills and understanding which
include physical and health literacy
competencies support them in accessing,
synthesizing and evaluating information;
making informed decisions; enhancing and
advocating their own as well as others’
fitness and health. This course on exercise
for fitness enables the learner to set goals ,
monitor one’s participation in aerobic and
muscle- and bone-strengthening activities
and constantly
evaluate how well one has integrated this
into one’s personal lifestyle. It consists of an
array of offerings which learners can choose
from.
Personal Development/Pansariling This course makes senior high school
Kaunlaran students aware of the developmental stage
that they are in, for them to better
understand themselves and the significant
people around them as they make important
career decisions as adolescents. The
course consists of modules, each of which
addresses a key concern in personal
development. Using the experiential
learning approach, each module invites
students to explore specific themes in their
development. Personal reflections, sharing,
and lectures help reveal and articulate
relevant concepts, theories, and tools in
different areas in psychology.
Earth Science (instead of Earth and Life This learning area is designed to provide a
Science for those in the STEM Strand) general background for the understanding of
the Earth on a planetary scale. It presents
the history of the Earth through geologic
time. It discusses the Earth’s structure and
composition, the processes that occur
beneath and on the Earth’s surface, as well
as issues, concerns, and problems
pertaining to Earth’s resources.
Disaster Readiness and Risk Reduction This course focuses on the application of
(taken instead of Physical Science for those scientific knowledge and the solution of
in the STEM Strand) practical problems in a physical
environment. It is designed to bridge the
gap between theoretical science and daily
living.
2. Analyze the national curriculum standards in basic education of other
countries. Countries like Australia, UK, Japan, Germany, and Singapore have a
national core curriculum that is implemented in their entire educational system.
AUSTRALIAN EDUCATION
• A complete Australian school education spans 13 years, beginning with the
Foundation stage, also known as preschool, preparatory school, or kindergarten,
for children aged 3 to 5 years. This is followed by primary school, which includes
grades 1 to 6 and is compulsory. Secondary school, or high school, covers
grades 7 to 10 and is also mandatory. After this, students may continue to senior
secondary school, or senior secondary college, which consists of grades 11 and
12. The Australian Curriculum encompasses eight key learning areas: English,
Mathematics, Science, Humanities and Social Sciences, Health and Physical
Education, Languages, Technologies, and the Arts.
UK EDUCATION
• The UK education system consists of four levels: primary, secondary, further, and
higher education, varying by region. Primary education is compulsory for children
aged 5 to 11 and includes two key stages (KS1 and KS2), covering core subjects
with assessments at each stage. Secondary education, mandatory for ages 11 to
16, consists of KS3 and KS4, introducing additional subjects like foreign
languages and technology. At the end of KS4, students take the General
Certificate of Secondary Education (GCSE) exams or equivalent qualifications.
Furthermore, the British National curriculum has the following compulsory
subjects for students: Mathematics, English, Science, Design and Technology,
History, Geography, Art and Design, Music, Physical Education, Computing and
Ancient and Modern Foreign languages.
JAPAN EDUCATION
• The elementary school curriculum includes the following subjects: Japanese
language, social studies, arithmetic, science, life environmental studies, music,
arts and crafts, physical education, and homemaking. Requirements also include
extracurricular activities, a moral education course, and integrated study, which
can cover a wide range of topics (international understanding, the environment,
volunteer activities, etc.). The standard curriculum for junior high school includes
the following required subjects: Japanese language, social studies, mathematics,
science, a foreign language elective (almost always English), music, fine arts,
health and physical education, and industrial arts or homemaking. Requirements
also include extracurricular activities, a moral education course, and integrated
study. The high school core curriculum includes the following required subjects:
Japanese language, geography and history, civics, mathematics, science, health
and physical education, art, foreign language, home economics, and information.
Extracurricular activities and integrated study are also required. Students in
special vocational programs also take courses in their area of study (business,
industrial arts, agriculture, etc.) while spending less time on the core curriculum
than regular students.
GERMANY EDUCATION
• Germany’s basic education is compulsory until age 15, covering 9 to 10 years of
primary and lower secondary education. Preschool education is not part of the
formal system but is available through public or private institutions for children up
to six years old.
Primary Education (Primarstufe) is provided by Grundschule, covering grades
1–4 (or 1–6 in Berlin and Brandenburg).
Lower Secondary Education (Sekundarstufe I) includes multiple school types:
➢ Gymnasium (grades 5–10) offers a general academic curriculum and
prepares students for higher education.
➢ Realschule (grades 5–10) leads to the Realschulabschluss, allowing
progression to vocational schools or, for top students, Gymnasiale
Oberstufe.
➢ Gesamtschule (Integrated Secondary School) combines various
tracks, with cooperative and integrated models.
➢ Hauptschule (grades 5–9 or 5–10) provides basic education and
vocational training opportunities.
• Upper Secondary Education (Sekundarstufe II) includes:
Gymnasiale Oberstufe (grades 11–13 or 10–12), offering an advanced curriculum
in languages, social sciences, mathematics, and natural sciences.
SINGAPORE EDUCATION
• Singapore’s education system encompasses various disciplines, including
literacy, numeracy, languages, sciences, humanities, aesthetics, physical
education, and continuing medical education. It is designed to help students
identify their strengths, maximize their talents, and reach their full potential while
fostering a lifelong passion for learning. The Desired Outcomes of Education
(DOE) emphasize the holistic development of students—morally, intellectually,
physically, socially, and artistically—through a set of core skills and values.
Additionally, numerous private international schools offer K-12 education at
relatively affordable costs. Singapore’s education system is structured into
primary, secondary, and tertiary levels. At the upper secondary level (years 11-
12), students are placed into differentiated programs based on their interests and
abilities. By the end of year 9, students begin to specialize in specific fields, with
an end-of-cycle assessment determining their readiness for secondary
education. The first four years provide foundational learning, while years 5-6
serve as an orientation phase. In their first year, students are categorized into
three academic streams: special, regular, and express courses. Those who
complete secondary education in four years can proceed to junior colleges. For
Year 10 students, four specialization streams are available: arts, science,
technical, and religious studies. English, along with students’ mother tongues,
serves as the primary medium of instruction.
