What is PPST Domain 4: Curriculum and Planning

Addresses teachers’ knowledge of and interaction with the national and local curriculum
requirements. This Domain encompasses their ability to translate curriculum content into learning
activities that are relevant to learners and based on the principles of effective teaching and
learning. It expects teachers to apply their professional knowledge to plan and design, individually
or in collaboration with colleagues, well-structured and sequenced lessons. These lesson
sequences and associated learning programs should be contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. The Domain expects
teachers to communicate learning goals to support learner participation, understanding and
achievement, from DepEd Order 42, s. 2017.

Domain Reflection
A teacher creates a miniscule curriculum called a lesson plan or a learning plan to help
plan, implement, and assess school learning activities. The teacher then brings a lesson plan to
life by using it as a guide throughout the teaching-learning cycle, where various strategies can be
employed to meet the learning objectives or outcomes. Furthermore, upon going through my
journey in the teaching internship, I can say that I learned to prepare my lesson plan in a manner
that would establish a good relationship and rapport to my students. I would integrate in my
classroom management plan and routine to be happier and radiate an engaging aura at all times.
On the other hand, when problems arise every now and then, as my RT’s advice; don’t panic and
be sure to troubleshoot immediately. I should have reflections, anticipations, and management
steps prepared during the planning stage of my lesson. Also, when I plan my lesson plan, I will
always think of what ifs or drawbacks and anticipate that every part can have its shortcomings,
from the motivation to the assessment period. I would prepare back-up plans and immediate
responses to some problems as if I were going on with the lesson discussion already. In this
manner, I plan and overlook the step by step of my lesson with caution and appropriate strategies
to smoothen the teaching and learning cycle. Also, a plan is there to make the teaching and
learning cycle sail into the vast ocean of knowledge with purpose and guidance. Because without
a curriculum and a plan, the teaching-learning cycle will be unruly and student comprehension and
knowledge acquisition would be disorganized compared to having a plan and a sense of direction
using a map. In summary, the curriculum and planning domain emphasizes and reminds teachers
to make sure that when coming in front of the student, the teacher already has a plan in mind on
how he or she will start, facilitate, and end the lesson.

The Relationship of School Curriculums

The school curriculum has many upbringings in the teaching and learning process, as a
matter of fact, without it, the process would be in total chaos. Without the curriculum, the process
would be disorganized, and learning may not be very successful compared to having a definite
and well-organized curriculum.

The different types and forms of curriculum are related to each other very well. With the
recommended curriculum on top and at the beginning of the flow, it suggests and recommends
what needs to be taught to the students in specific grade levels. This recommendation is then
transformed and interpreted by curriculum writers, teachers, and the like into a written curriculum.
Where it is transformed into a miniscule packet for learning. Here the teacher’s role is very
important.
 As a mediator- facilitator of learning, the teacher implements what is written in the
curriculum. This specific stage is now coined as the taught curriculum. During the teaching and
learning process, the teacher needs support that can help him/her facilitate effectively the teaching
and learning flow.

The teacher then selects from an array of tools and instructional materials to use inside the
classroom to help him/her guide the discussion. As by definition, this is referred to as the
supported curriculum, which helps the teacher implement the curriculum. But to highlight, the
diagram does not only point to the taught curriculum, but this is also because even at the latter
and different stages of the flow, the supported curriculum can be employed. As it is a supporting
curriculum, the other types of curriculums can make use of it.

To ensure that the teaching and learning procedure is effective, and the students are
learning what they are supposed to learn from learning targets to the other, the teacher then
employs an assessment. But to take note, the assessment can happen anytime, this can be
employed during the discussion or even after the discussion. This is now the next part in the
diagram seen aside, the assessed curriculum.

Upon validating and successfully interpreting the results of the assessment, the result can
now fuel the justification of the learned curriculum. Whether the student learned the learning
targets or failed to do so, the teacher can make use of this data to evaluate and improve the
written curriculum. What is overlaying in the diagram is the hidden or implicit curriculum, this is
because it can happen and occur at any moment in the flow or diagram.

Types of Curriculums
The school curriculum has many types, it can be a Recommended Curriculum, a Written
Curriculum, a Taught Curriculum, a Supported Curriculum, an Assessed Curriculum, a Learned
Curriculum, or a Hidden Curriculum. Hence, these curriculum, though are different, they work
together and are used deliberately together to support and assist each other. To the left are some
identifications of where these specific curriculums are found. But before going to the left, work
yourself first with the definitions of each curriculum below.

The enhanced curriculum, K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.

When the curriculum writers began to write the content and competency standards of the K
to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the
Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson plan. A lesson
plan is a written curriculum in miniscule.

What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher
is very crucial.

A curriculum that has been planned and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is referred to
as the Supported Curriculum.
In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The curriculum is
now called the Assessed Curriculum.

The result of the assessment when successful is termed as Learned Curriculum. Learned
curriculum whether small or big indicates accomplishment of learning outcomes.

However, there are unplanned curriculum in schools. These are not written, nor deliberately
taught but they influence learning. These include peer influence, the media, school environment,
the culture and tradition, natural calamities and many more. This curriculum is called Hidden
Curriculum or Implicit Curriculum.

SMART Learning Outcomes

Having the SMART principle in mind in determining and setting the learning outcomes or
targets of the class discussion would be of a great help once I too, practice the profession. Also, in
the upcoming months or weeks, where we will be asked to practice, teach and most of the time
prepare lesson plans, I would always attune and go back to the SMART principle to help and
guide me in setting my own learning targets.

Consequences of Teaching Purely Subject Matter for Mastery and For Test
It can result in students not mastering the standards of that knowledge which is required
most of the time in board examinations. Hence, they will only master its practical implications and
not its theoretical implications, thus hindering the holistic learning aimed at the start.