Curriculum Pedagogy
& Inclusive Education
SNCPIE
Submitted by:
Borres, Ronajine Therese
Medalla, Shekainna Bless
Pabillo, John Clyde
BSNED 1A-GEN
Topic 1: Introduction to Curriculum: Foundation,
Nature, Concept, Policies, and Purpose
Activity: “Curriculum Definition Collage”
Topic 2: The Curriculum from Different Perspectives,
Components, and Process
Activity: “Course Component Breakdown”
The following are the components found in the curriculum above:
o Term No./Month
In a curriculum, one of the vital part is the term number or month.
As teachers, it is quite challenging to know when is the right time
to begin or end a certain lesson. This is why a curriculum should
consist a time frame that will guide the teacher and as well as help
the students avoid what we call "information overload". The term
number or month in a curriculum ensures a structured and
organized learning environment that supports students needs.
o Unit Topic/Content
This part is where the curriculum revolves. Having a unit topic or
content will help the educators create an objective, lessons, and
activities that will fit to the students' needs. It gives educators a
direction of what to teach as well as students what to learn.
Without a unit topic or content, there will be no foundation for the
curriculum to take place.
o Content Standard
Standards ensure quality and consistency in education. It guides
the teachers on what to teach, how to teach, and how to assess the
needs of the students. Content standard is vital in a curriculum for
this provides a direction and focus that will enhance the students'
motivation. This also serves as a goal for everyone to reach and an
expectation they should look up to. Without a content standard in a
curriculum, there will be no discipline, no goal, and no learning.
o Performance Standard
Performance standards are created to know what to expect to
students in terms of their performance. This part will help the
teachers guide the students on what they should learn and how
they should apply it. Having a performance standard will help
students be more critical thinkers, goal-oriented, and strive to reach
for excellence.
o Learning Competencies/Skills
This is where the skills that are expected for students to reach.
Knowledge is important, but it will be useless if it's not put to
[Link] this part of the curriculum, the students are expected to
acquire skills from the lessons that they have learned. Without this,
the teachers will only focus on basics and classics, and not give an
eye on the lasting knowledge the students will get.
o Code
A code is placed in a curriculum for it serves as a mark or a
symbol of a specific subject. When a subject is too long, this code
will make it concise and easier to recall.
o Assessment
Assessments are done to test the understanding of the students in a
lesson. It tracks the students progress and the effectiveness of the
approach used by the teachers. Assessments help educators to
ensure if the students meet the learning objectives, identify areas
for improvement in both learning approach and the curriculum.
o Activities
Activities are a vital part of a [Link] from assessments,
this is also a way to test a student's understanding about the lesson.
It is where the students will be able to incorporate the knowledge
and skills that they acquired. Through activities the students will
find learning more fun and enjoyable. It also enhances their class
engagement and develop their skills in preparation for the future.
o Resources
To ensure that the lessons are credible and will be effective, the
resources should be put in a curriculum. This also provide students
an additional context and information for students to review.
o Institutional Core Values
Knowledge is important but an educator should instill core values
to the students. This part ensures that at the end of the lesson the
students will acquire or remember the core values that they have.
Topic 3. The Different Curriculum Theories as
Bases to Adaptations and Accommodations
Activity: “Theory Matching Game”
Behaviorism
Behaviorism is a learning theory that focuses on observable
behaviors and how they are shaped by the environment. It
emphasizes reinforcement, where positive rewards strengthen
desired behaviors, and punishment reduces unwanted ones. In
education, teachers use repetition, drills, and structured lessons to
help students master skills. Assessments and feedback play a crucial
role in reinforcing learning and measuring progress. This approach
is commonly seen in behavior management systems, rote
memorization, and skills-based instruction.
Practical Application:
Teachers use drills, quizzes, and flashcards to reinforce learning and
help students retain information through repetition. Positive
reinforcement, such as praise or rewards, encourages desired
behaviors, while corrective feedback helps address mistakes.
Behavior management systems, like reward charts or structured
routines, help maintain discipline and reinforce good habits in the
classroom.
Example: In math class, students practice multiplication tables
repeatedly until they master them.
Constructivism
Constructivism is a learning theory that emphasizes active
participation, where students build their own understanding based
on experiences. It encourages exploration, critical thinking, and
problem-solving rather than passive memorization. Teachers act as
facilitators, guiding students through discussions, experiments, and
real-world applications. Learning is often collaborative, allowing
students to share ideas and construct meaning together. This
approach helps develop deeper comprehension and the ability to
apply knowledge in different situations.
Practical Application:
Teachers encourage hands-on activities, experiments, and group
discussions to help students actively construct their own
understanding. Project-based learning allows students to explore
real-world problems and develop problem-solving skills. Inquiry-
based lessons, where students ask questions and seek answers
through research and experimentation, promote deeper
comprehension. Collaboration through peer discussions and group
work helps students refine their ideas and learn from different
perspectives. Technology, such as simulations and interactive
learning tools, enhances engagement and allows students to explore
concepts in dynamic ways.
Example: In science class, students conduct experiments to observe
plant growth under different conditions instead of just reading about
photosynthesis.
Progressivism
Progressivism is a student-centered learning theory that emphasizes
experience-based education and real-world problem-solving. It
encourages critical thinking, creativity, and active engagement
rather than rote memorization. Teachers act as guides, helping
students explore topics through hands-on activities, discussions, and
projects. Learning is often interdisciplinary, connecting different
subjects to make education more meaningful and relevant. This
approach prepares students to adapt to change and become lifelong
learners
Practical Application:
Teachers use project-based learning to engage students in solving
real-world problems and making meaningful connections between
subjects. Collaborative activities, such as group projects and peer
discussions, help students develop communication and teamwork
skills. Lessons are designed around student interests, allowing them
to explore topics that are relevant and engaging. Field trips, case
studies, and hands-on experiences provide opportunities for
experiential learning. Interdisciplinary approaches integrate multiple
subjects, helping students see the practical applications of their
knowledge.
Example: Students research environmental issues in their
community and propose solutions, promoting critical thinking and
teamwork.
