BPED 114 NOTES

(CURRICULUM ESSENTIALS) of education whose purpose is to

achieve broad goals and related
specific objectives, which planned in
CURRICULUM terms of framework of theory and
- Should be understood by research or past and present
teachers and other stakeholders professional practice.”
 a programme of activities (by teachers
- to affect students, parents, and pupils) designed so that pupils will
politicians businessmen, attain so far as possible certain
professionals, gov’t officials, or educational and other schooling ends
even common people or objectives.
 a plan consists of learning
- came from the Latin word opportunities for a specified time
“currere” frame and place, a tool that aims to
- referring to the oval track in bring about behavior changes in
students as a result of planned
which the Roman chariots raced activities and includes all learning
- The whole body of a course (The experiences received by students with
New International Dictionary) the guidance of school.
- courses taught in schools and  It provides answers to three questions:
*What knowledge, skills and
universities (Oxford English Dictionary) values are most worthwhile?
- equated with the syllabus *Why are they most worthwhile?
- regarded as all the teaching- *How should the young acquire
learning experiences which the them?

students encounters while in

*TYPES OF CURRICULUM*
school
1. Recommended Curriculum
- includes documents based
*SOME DEFINITIONS OF CURRICULUM*
 it is planned and guided set of learning
on the recommended curriculum.
experiences and intended outcomes, Example is the K+12 curriculum
formulated through the systematic 2. Written Curriculum
reconstruction of knowledge and - These are almost all
experiences under the auspices of the
school, for the learners’ continuous
curricula found in school. It comes
and willful growth in personal social with a memorandum of Policies,
competence. Standards and Guidelines (PSG)
 it is a written document that 3. Taught Curriculum
systematically describes goals planned,
objectives, content, learning activities, - The implementation of this
evaluation procedures and so forth. curriculum will depend largely on
 The contents of a subject, concepts the teaching style of the teacher
and tasks to be acquired, planned
activities, the desired learning
and the learning style of the
outcomes and experience product of learners.
culture and an agenda to reform 4. Supported Curriculum
society make up curriculum. - is described as support
 includes “all of the experiences that
individual learners have in a program
materials that the teacher needs
to make learning and teaching *TRADITIONAL POV OF CURRICULUM*
meaningful. (Ex. PPT) 1. Robert M. Hutchins -views
curriculum as “permanent studies”
5. Assessed Curriculum
where rules of grammar, reading,
- From what has been rhetoric, logic and mathematics for
taught, this curriculum will assess basic education are emphasized.
whether intended learning 3Rs (Reading, Writing, and
outcomes have been achieved. ‘rithmetic).
6. Learned Curriculum 2. Arthur Bestor - an essentialist
believes that the mission of the
- This refers to what has
school should be intellectual
been achieved or internalized. training.
This demonstrate higher order 3. Joseph Schwab - thinks that the
and critical thinking and lifelong sole source curriculum is a
skills. discipline.
7. Hidden Curriculum 4. Philip Phenix - asserts that
curriculum should consist entirely
- This curriculum is not
of knowledge which comes from
deliberately planned, but has a various disciplines.
great impact on the behavior of
the learner. *PROGRESSIVE POV OF CURRICULUM*
1. John Dewey - believes that
CURRICULARIST- who develop, education is experiencing. Reflective
thinking is a means that unifies
write, plan, evaluate, implement,
curricular elements that are tested by
innovate and initiate the application.
curriculum. 2. Holin Caswell and Kenn Campbell
viewed curriculum as all experiences
* THE TACHER AS A CURRICULARITS* children have under the guidance of
 Knower - mastery of the teachers.
3. Othaniel Smith, William Stanley and
lesson.
Harlen Shore - likewise defined
 Writer - knows what contents curriculum as a sequence of potential
to deliver in the classroom. experiences.
 Planner - knows how to plan 4. Colin Marsh and George Willis -
the time wisely. viewed curriculum as all the
 Initiator - knows how to experiences in the classroom which are
planned and enacted by the teacher
initiate a class.
and also learned by the students.
 Innovator - knows what
creativity is to be used in class.
 Implementor - knows how to *Approaches to School Curriculum*
implement plans that needs to  As content or a body of knowledge
follow by the learners. to be transmitted.
 It as a product or the learning
 Evaluator - knows how to
outcomes desired of learners.
evaluate a class.
 It is a process or what actually *PHILOSPHICAL*
happens in the classroom when the 1. PERENNIALISM - Long term
curriculum is practiced. 2. ESSENTIALISM - Intellectual
knowledge
3. PROGRESSIVISM - Doing by Learning
TRUE OR FALSE 4. RECONSTRUCTIONISM - Reform
1. There is no single best method. TRUE
2. Curriculum as a content includes the *HISTORICAL*
activities implemented in the classroom.  FRANKLIN BOBBIT - He started the
FALSE curriculum development movement.
3. Articulation explains that as the Objectives and activities should be
content progresses, it should be across group together when tasks are clarified.
diverse discipline. FALSE  WERRET CHARTERS - Objectives and
activities should match. Subject matter
4. The teacher as the implementer of
or content relates to objectives.
curriculum includes the making of
 WILLIAM KILPATRICK - The purpose of
blueprint of the lesson. FALSE the curriculum is child development
5. The BPED curriculum is an example of and growth. He introduced this project
Recommended Curriculum. TRUE method where teacher and student
plan the activities.
 HAROLD RUGG - Curriculum should
IDENTIFICATION develop the whole child. it is child-
1. What is the sole source of the centered. Curriculum should produce
curriculum according to Joseph Schwad? outcomes.
LEARNING EXPERIENCES  HOLLIS CASWELL - Curriculum is a set
of experiences. Subject matter is
2. In what philosophy of education does
developed around social functions and
“continuity” as a principle of curriculum
learners’ interest.
content anchored? PERRANIALISM  RALPH TYLER - Subject matter is
3. The term curriculum is from a Latin organized in terms of knowledge, skills
word “currere” which means? OVAL and values. The process emphasizes
TRACK problem solving. Curriculum aims to
4. If the teacher pust his vision into educate generalists and not specialist.
action. This shows the teacher as  HILDA TABA - She contributed to the
IMPLEMENTER of the curriculum. theoretical and pedagogical
5. CNU’s vision is to be a leading foundations of concepts in social
multidisciplinary research university of studies curriculum. She helped lay the
foundation for diverse student
education committed to build a strong
population.
nation. That is why most of its practices
 PETER OLIVA - He described how
and contents are research-based. This curriculum change is a cooperative
situation shows what criterion is endeavor. “Significant improvement is
selecting content? SIGNIFICANCE achieved through group activity”.

*PSYCHOLOGICAL*
FOUNDATIONS OF THE CURRICULUM  ASSOCIATION & BEHAVIORISM
 PHILOSOPHICAL *IVAN PAVLOV - He is the father of
 HISTORICAL the Classical Conditioning Theory, the S-R
 PSYCHOLOGICAL Theory. The key to learning is early years of
 SOCIA life are to train them what you want them
to become.
 *EDWARD THORNDIKE - He CURRICULUM DEVELOPMENT & CURRICULUM
championed the Connectionism Theory. He MODELS
proposed the three laws of learning: Law of  Curriculum Development - refers to
Readiness; Law of Exercise; and Law of the organized preparation of whatever
Effect. is going to be taught in schools at a
*ROBERT GAGNE - He proposed given time in a given year.
the Hierarchical Learning Theory. Learning
follows a hierarchy. Behavior is based on
prerequisite conditions. He introduced
tasking in the formulation of objectives.

 COGNITIVE INFORMATION
PROCESSING THEORY
* JEAN PIAGET - Cognitive
Development Theory
* LEV VYGOTSKY - Sociocultural  Curriculum Models
Development Theory
* HOWARD GARNER - Multiple
Intelligences
* DANIEL GOLEMAN - Emotional
Quotient (EQ)

 HUMANISTIC PSYCHOLOGY
* GESTALT - The Gestalt Theory,
learning is explained in terms of
“wholeness” the problem. Human beings
do not respond to isolated stimuli but to an
organization or pattern of stimuli.
* ABRAHAM MASLOW - He
advanced the Self-Actualization Theory and
Classic Theory of Human Needs. A child
whose basic needs are not met will not be
interested in acquiring knowledge of the
world.
* CARL ROGER - Children’s
perceptions, which are highly individualistic,
influence their learning and behavior in
class.

*SOCIAL*
 JOHN DEWEY - schools and civil
society- to be major topics needing
attention and reconstruction to
encourage experimental intelligence
and plurality.
 ALVIN TOFFLER - Suggested that the  Physical Education Curriculum Models
future, parents might have the - Curriculum model for Physical
resources to teach prescribe Education depends on each school’s own
curriculum from home as a result of conditions, such as teachers, facilities,
technology. (Home Schooling). space, and equipment. There is no good or
bad curriculum model for physical
education, the choice of model really 6. Existing 10 years of BEC is increased
depends on the capacity, ability, strength, into 12 years.
and offerings of a certain school. 7. Kindergarten Education is a prerequisite
in entering Grade 1.
1. Discipline-Based Curriculum Model
Sport *Why K to 12?*
- emphasized on knowledge and - Makes Philippine Educational
skills toward sports. Learners will be System at par with the international
equipped and gained skills particularly to a standard.
certain sport. - Every K to 12 graduate is ready to
go into different paths.
2. Student-Centered Physical Education - K to 12 graduates are also
Curriculum Model expected to be equipped with 21st century
-Learners will develop through skills.
varied child-centered activities, authentic
tasks, and some group activities to facilitate REASONS OF IMPLEMENTING THE K-12
individuality, develop personality, light PROGRAM
motor skill learning, and acquired thorough 1. Mastery of basic competencies is
knowledge and skills about physical insufficient due to congested curriculum.
education contents. - contributes low performance due
to congested Basic Education Curriculum.
3. Community-Based Physical Education - 10 years would not be enough to
Curriculum Model master the competencies.
- emphasized on the cultivation of - 2-year additional would make the
learner’s social adjustment. decongestion possible.

4. Integrated Model-Based Physical 2. The Philippines is the only remaining

Education Curriculum country in Asia with a 10-year BEC
- It is all about teaching integration program.
or combination of focus on skills transfer, - Opportunities for working/study
learner needs and social needs. abroad has a disadvantage.
- Graduates of Philippine schools
CURRICULUM REFORMS AND ENHANCEMENT are not automatically recognized as
*The Enhanced Basic Education Act of Professionals.
2013 (K to 12)*
1. R.A 10533- Enhanced Basic Education 3. Employability of Filipino High School
Act of 2013. Graduates.
2. Signed by President Benigno Aquino III - prepares the students for the
(May 15, 2013). world of work, middle level skills
3. Enhances the Philippine Basic development, entrepreneurship and college
Education System. education.
4. Strengthening its curriculum and
increasing the number of years for As early as Grade 7 and Grade 8
Basic Education.  4 areas of TLE (Technology and
5. Popularly known as K to 12 that Livelihood Education)
includes one (1) year of Kindergarten  Home Economics
Education, six (6) years of Elementary  ICT (Information and
Education, and six (6) years of Communication Technology)
Secondary Education; four (4) years of  Industrial Arts
Junior High School and four (2) years of  Agriculture and Fishery Arts
Senior High School.
In Grade 10 to Grade 12
 the student is supposed to have ACADEMIC TRACK
obtained a National Certificate Level 1 *Senior High School Curriculum*
( NC I ) and National Certificate Level 2 1. Accountancy and Business
( NC II ). Management(ABM)
 National Certificates can make a Grade 2. Humanities and Social Sciences
12 graduate employable. (HUMSS)
3. Science, Technology, Engineering
The K to 12 Curriculum and Mathematics (STEM)
 The curriculum shall be learner- 4. General Academic Strand (GAS)
centered, inclusive and
developmentally appropriate. CORE SUBJECTS
 The curriculum shall be relevant,  Language
responsive and research-based.  Humanities
 The curriculum shall be culture-  Communication
sensitive.  Mathematics
 The curriculum shall be contextualized  Science
and global.  Social Science
 The curriculum shall use pedagogical  Philosophy
approaches that are constructivist,
inquiry-based, reflective, collaborative ACADEMIC TRACK
and integrative.  English for Academic and Professional
 The curriculum shall adhere to the Purposes
principles and framework of Mother  Introduction to Research Methods-
Tongue-Based Multilingual Education Quantitative
(MTB-MLE) which starts from where  Introduction to Research Methods-
the learners are and from what they Qualitative
already knew proceeding from the  Filipino Course
known to the unknown; IM's and  ICT for Learners
capable teachers to implement the  Entrepreneurship
MTB-MLE curriculum shall be available.  Research Project
 The curriculum shall use spiral
progression approach to ensure OTHER TRACKS
mastery of knowledge and skills after  English for the Profession
each level.  Research Skills 1
 The curriculum shall be flexible enough  Research Skills 2
to enable and allow schools to localize,  Mga Diskurso sa Trabaho
indigenize and enhance the same  ICT Applications
based on their respective educational  Entrepreneurship
and social contexts. The production  Research Project/Culminating Activity
and development of locally produced
teaching materials shall be encouraged
and approval of these materials shall PE & HEALTH CURRICULUM IN THE
devolve to the regional and division PHILIPPINE EDUCATIONAL SYSTEM
units. *Legal bases of Philippine Education and
the Physical Education*
CURRICULUM TRACKS
*Senior High School Curriculum*
1. Academic Track
2. Technical-Vocational Track
3. Sports Track
4. Arts and Design Track
LEARNING OUTCOMES
- THE K TO 12 PE CURRICULUM
DEVELOPS THE STUDENTS’ SKILLS IN
ACCESSING, SYNTHESIZING AND
EVALUATING INFORMATION, MAKING
INFORMED DECISIONS, ENHANCING AND
ADVOCATINGTHEIR OWN AND OTHERS’
FITNESS AND HEALTH.

*The K to 12 PE Curriculum prioritizes the

following standards*
1. Habitual physical activity participation to
achieve and maintain health-enhancing
levels of fitness.
2. Competence in movement and motor
skills requisite to various physical activity
performances.
3. Valuing physical activities for enjoyment,
challenge, social interaction and career
opportunities.
[Link] various movement
concepts, principles, strategies and tactics
as they apply to the learning of physical
activity.

LEARNING APPROACHES
- PHYSICAL LITERACY IS CONSISTS
OF MOVEMENT, MOTOR- AND ACTIVITY-
SPECIFIC SKILLS. IN THE EARLY GRADES THE
LEARNERS ARE TAUGHT THE ‘WHAT,’ ‘WHY’
AND ‘HOW’ OF THE MOVEMENT.
 home, in school or in the community.
Prevention can be done through the
promotion of safe environments, the
development of safety programs,
procedures and services, which
includes first aid education and
disaster preparedness programs.
 Community and Environmental Health:
Situates the learner as an integral part
of the community and the
environment, with a great
responsibility of protecting the
environment, with the support of
individual and community actions and
legislation promoting a standard of
health, hygiene and safety in food and
water supply, waste management,
pollution control, pest control, as well
as the delivery of primary health care.
 Consumer Health: Focuses on the
application of consumer knowledge
and skills in the effective evaluation,
selection and use of health information,
products, and services.
*The K to 12 HEALTH Curriculum*  Family Health: Covers information on
- aims to assist the Filipino learner the human life cycle and also on family
in attaining, sustaining and promoting life- dynamics that influence an individual’s
long health and wellness. The learning development of ideals, values and
experience through the program provides standards of behavior with regard to
opportunities for the development of sexuality and responsible parenthood.
health literacy competencies among
 Growth and Development:
students and to enhance their over-all well- Emphasizes developmental milestones
being. and health concerns during puberty
and adolescence with focus on
personal health and the development
of self-management skills to cope with
life’s changes.
 Nutrition: Addresses the importance
of eating healthy and establishing
good eating habits especially for
children and adolescents as a way to
enhance health and prevent diseases.
 Personal Health: Comprises personal
health habits and practices that
promote physical, mental, social,
emotional, and moral-spiritual health
and prevent or manage personal
HEALTH CONTENT AREAS
health issues and concerns.
 Injury Prevention, Safety and First Aid:
 Prevention and Control of Diseases
Discusses the causes, costs, and
and Disorders: Involves the prevention
prevention of accidents and injuries
and control of both communicable and
while performing various activities at
 non-communicable diseases and *HEALTH OPTIMIZING PHYSICAL
disorders through the development of EDUCATION (H.O.P.E.) GRADE 11-12*
health habits and practices and the
adoption of health programs
supported by legislation with
provisions on school and community
health services.
 Substance Use and Abuse: Highlights
the prevention and control of the use,
misuse, and abuse of substances and
drugs by providing comprehensive
information on the nature of abused PHYSICAL EDUCATION CURRICULUM IN THE
substances, the negative impact of TERTIARY LEVEL Physical Activities Towards
substance abuse on the individual, Health & Fitness (PATHFIT)
family and society in general; and the
importance of learning and using
resistance skills to protect oneself from
drug risk-taking behaviors.

ARTICLE I – INTRODUCTION
Section 1 - Rationale
 The Tertiary Physical Education
Program - serves as an enhancement
of health-optimizing PE (H.O.P.E.) in
senior high school in view of the
changing activity patterns of college-
age students.
HEALTH OPTIMIZING
 It also underscores the role of PE in
PHYSICAL EDUCATION
the:
(HOPE)
- formation of constructive
behaviours for managing the stress
HEALTH OPTIMIZING
of academic demands;
PHYSICAL EDUCATION
- provision of necessary ‘break’
(HOPE)
from sedentary activities in the
classroom;
- development of school loyalty and
nationalism through the sporting
culture.

ARTICLE II – GENERAL PROVISION

Section 3 – Integrated Purposes
 PE, in recognizing this fundamental
humanity of all, serves therefore as an
important scaffold to the goal of
producing “graduates imbued with
values reflective of a humanist
orientation, [who are equipped to]
think through the ethical and social
 implications of a given course of
action and are competent to learn
continuously throughout life.”

ARTICLE II – GENERAL PROVISIONS

Section 4 – Goals and Context of PE
 WHO’s Report (2010):
- physical inactivity is the fourth
leading risk factor for global
mortality;
- regular participation in physical
activities reduces the risk of
diseases brought about by
sedentary lifestyle.
- Lack of physical activities has
major implications for the general
health of people worldwide and the
prevalence of non-communicable
diseases.

ARTICLE II – GENERAL PROVISIONS

Section 4 – Goals and Context of PE
 P.E. is the key learning area in the
school curriculum that focuses
explicitly on making learners adapt to
lifelong physical activity. It promotes
an understanding of the centrality of
movement in daily life, in all its form.
 The Tertiary PE Program thus provides
for appreciation for a variety of
expression and engagement of physical
activities and to ascertain that
ARTICLE III – PROGRAM SPECIFICATION
opportunities are inclusive of all
Section 6 – Program Scope and
contexts and learners.
Guidelines
ARTICLE III – PROGRAM SPECIFICATION  6.1 The Tertiary Physical Education
Section 5 – Tertiary PE Program Program shall consist of four
Standards Physical Education courses with a
 Active and Healthy Living total of 8 units.
 Health Optimizing PE in the Senior
High School is the program.


 Advocacy and Action
ARTICLE III – PROGRAM SPECIFICATION
Section 6 – Program Scope and
Guidelines
 6.1.1 Participation in physical
activities at least twice a week (1 hour
per session) with faculty supervision
in:
- organized classes,
- school-based clubs or varsity
training, and
-Organized intramurals.
Participation may be more than
the frequency stipulated above.

GUIDELINES ON THE IMPLEMENTATION OF

FLEXIBLE LEARNING FOR TERTIARY PE:
PATHFIT COURSES
 Learners will be categorized based on
technology used in the program and
on their accessibility on the
technology.
1. High Technology
2. Medium Technology
3. Low Technology
 Efforts to modify the curriculum,
likewise, are to be governed by the
following parameters:
1. Curricular Restructuring
(revisiting and modifying the
study/program plan)
2. Recalibration of Learning
Outcomes (prioritizing key
competencies,integrating
outcomes,identifying
emerging competencies)
3. Revision of Course
Requirement (alternative
requirement, assessments,
adaptive instruction)