CURRICULUM AND PLANNING
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The Fourth domain of the Philippine Professional Standards for Teachers (PPST) is composed of 5 strands that mainly focus on 1. Planning and management of teaching and learning process; 2. Learning outcomes aligned with learning competencies; 3. Relevance and responsiveness of learning programs; 4. Professional collaboration to enrich teaching practice; 5. Teaching and learning resources including ICT
This part consists of the evidences with regards to the domain 4: Curriculum and planning such as documents used in planning the class and other related materials that serves as a basis for the development of various instructional materials.
CURRICULUM GUIDES IN ARALING PANLIPUNAN
AP-CG.pdfThe araling panlipunan curriculum guide consists of curriculum framework that a learner should learn within the K-12 curriculum. The expected competencies, both cognitive and performative are listed thematically according to the level of the learners. It started with the self, others, the community, country, and the world, and the issues concerning the 21st century world.
K-to-12-MELCS-with-CG-Codes.pdfThe Most Essential Learning competencies (MELCS) is the document which consists of the most essential learning competencies to be taught in the distance learning during pandemic. It serves as the basis determining and implementing learning delivery approaches that are suited to the local context and diversity of learners, while adapting to the challenges posed by COVID-19.
SCOPE AND SEQUENCE
The following pictures are the scope and sequence for every topic during the Practice teaching. It consists of topics from quarter 3 and quarter 4 which were all based from the curriculum guide and Most essential learning competencies (MELCS).
A scope and sequence is a summary of what is to be taught, the sequence in which it will be taught, and the syllabus outcomes that may be addressed in the intended learning. Scope and sequences are flexible and fluid documents.
CURRICULUM MAP OF MCS
The document in the right shows the curriculum map of Manila Cathedral School. It was developed my teachers in their own subjects and grade level.
This document serves as the teacher's lesson plan. Unlike the lesson plans with various parts, it only shows the strategies to be employed by the teacher in every topic and sessions, both RISE and SOAR.
It consists of chosen topics to be tackled in the quarter, cognitive and performative standards, strategies of the teacher, as well as the behavioral standards aligned to the main value.
DAILY LESSON LOGS
The document above shows the schedule of daily activities of the teacher during practice teaching. It was indicated per day the official activity related to the practice teacher that was done by the teacher. while the dates with teaching schedule, the whole lesson plan was pasted in the space provided.
DAILY TEACHING SCHEDULE
The set of pictures on the right shows the actual schedule of the teacher during the practice teaching. These are Real-time Instructional Support and Engagement (RISE) schedules only because the SOAR or the asynchronous time were not usually used for official activities.
ANNOTATED BIBLIOGRAPHY
Habiburrahman, H. (2017). Curriculum management of buin batu elementary school. Journal of Education Research in Administration and Management (JERAM), 1(2), 64. https://doi.org/10.29061/jeram.v1i2.28
This case study focuses on the curriculum management of a specific primary school in Indonesia which includes the curriculum planning, curriculum organization, curriculum implementation, and curriculum evaluation. Through in-depth interviews, observation and documentation with the research informants comprising the school principal, academic coordinator and curriculum coordinator, the researchers was able to obtain data that was analyzed through data reduction process. The results show that the elementary school has established a curriculum enhancement policies and programs such as the implementation of curriculum mapping, developing scope and sequence, and Inquiry programs and planning. It was also found out that there have been an existing curriculum organization that includes Curriculum Structure, Teacher Assignment, Developing Transdisciplinary Program, and Determining Unit of Inquiry for Each Year Level; There were also curriculum assessments and evaluation to further enhance the curriculum which helps in ensuring quality education among pupils of the school.
GENERAL REFLECTIONS
As pre-service teachers, I believe that it is vital that in every lesson and topic that we teach in class, it must be based on the curriculum guide or aligned to the personalized curriculum of the school to ensure that what you are teaching is correct. I have been using curriculum guide when we took the curriculum class in 2nd year and I am familiar with it, we aligned the lessons to the competencies indicated, both cognitive and performative. When we shifted to online learning, the Department of Education addressed the challenges in education through developing most essential learning competencies which is a compressed version of the curriculum guide, consisting of what they think as most essential topics per quarter. We used it since our training was shifted already to distance learning context. I think that the MELCS should be revised because there were competencies that are redundant and connecting to each other that can be taught in one session only. There were lapses that I observed in the MELCS that brings confusion and inconvenience to the teacher since there were items where not that important, even though it was called "Most essential learning competencies".
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