Facts about Philippine Education Curriculum

Foundations of Curriculum

Curriculum is child-centered. All of their views are on the child as the learner, and the bottom line is that
curriculum must foster learning.

Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”;
while John Dewey said “Curriculum is defined as the total learning experience of the individual”

Various Schools Related to Curriculum Development

Social foundations of curriculum. Philosophical foundations help in answering what schools are for, what
subjects are important, how students should learn and what materials and methods should be used.
Psychological foundations helps in answering what schools are for, what subjects are important; how
students should learn and what materials and methods should be used. The historical development shows
different changes in the purposes, principles and content of the curriculum.

1. Essentialism-  focuses on an essential set of learning prepares individuals for life by concentrating on the
culture and traditions of the past. “Back-to-Basic”
2. Perennialism e.g. Teachers help students think with reason based on the Socratic methods of oral
exposition or recitation, explicit or deliberate teaching of traditional values;
3. Progressivism e.g. Subjects are interdisciplinary, integrative, and interactive. Curriculum is focused on
students’ interest, human problems and affairs;
4. Reconstructionism e.g. Teachers act as agents of change and reform in various educational projects
including research.
5. Behavior psychology. To the cognitive theorists, learning constitutes a logical method for organizing and
interpreting learning. To the humanistic psychologists, curriculum is concerned with the process not the
products; personal needs not subject matter; psychological meanings and environmental situations.

Kinds of Curriculum

 Planned
 Implemented
 Hidden
 Explicit/ Overt
 Implicit/Covert
 Written Curriculum/Recommended Curriculum – proposed scholars and professional organizations
 Hidden Curriculum – The unintended curriculum which is not deliberately planned but may modify
behaviour or influence learning outcomes and
 Taught Curriculum – what teachers implement or deliver in the classrooms or schools.

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 A. Objectives/ Learning Experiences – What instructional strategies, resources and activities will be
employed;
Learning Experiences/ Aims, Goals and Objectives – They provide the bases for the selection of
learning content and learning experiences. They also set the criteria against which learning
outcomes will be evaluated.

B. Content – What subject matter is to be included

Subject matter / Content – It is a compendium of facts, concepts generalization, principles, and
theories. It is to the individual’s personal and social world and how he or she defines reality.

C. Evaluation approaches – What methods and instruments will be used to assess the results of the
curriculum
Evaluation Approaches refer to the formal determination of the quality, effectiveness or value
of the program, process, and product of the curriculum

Characteristics
Significance – When content or subject matter will contribute to basic ideas, concepts, principles, and
generalization to achieve the overall aim of the curriculum, then it is significant.
Learnability – subject matter in the curriculum should be within the range of the experiences of the learners.
Utility – Usefulness of the content or subject matter any be relative to the learner who is going to use it.

Input /Context – refers to the environment of the curriculum or the real situation where the curriculum is
operating;
Process – refers to the ways and means of how the curriculum has been implemented; and
Product – indicates if the curriculum accomplishes its goals.

Hilda Taba and Ralph Tyler’s Model shows that in curriculum development the following
considerations should be made:
a. Purpose of the school
b. Educational experiences related to the purpose
c. Organization of the experiences, and
d. Evaluation of the experiences/outcomes.

Organizing.

Planning – includes decisions about (a) the needs of the learners (b) the achievable goals and objectives to
meet the needs, (c) the selection of the content to be taught, (d) the motivation to carry out the goals, (e) the
strategies most fit to carry out the goals, and (f) the evaluation process to measure learning outcomes;

Implementation – requires the teacher to implement what has been planned; Evaluation Phase – a match of
the objectives with the learning outcomes will be made.

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 Approaches

a. Managerial Approach/Systems Approach – influenced by systems theory, where the parts of the total
school district or school are determined in terms of how they relate to each other;
b. Behavioral Approach – change of behaviour indicates the measure of the accomplishment;
c. Humanistic Approach – considers the whole child and believes that in a curriculum, the total
development of the individual is the prime consideration. The learner is at the center of the curriculum.

Curriculum assessment.
Pilot testing – a process of gathering empirical data to support whether the material or the curriculum is
useful, relevant, reliable and valid;
Monitoring – a periodic assessment and adjustment during the try out period; and Curriculum
Evaluation – a systematic process of judging the value, effectiveness and adequacy of a curriculum.

Curriculum evaluation

Curriculum planning – includes decisions about; (a) the needs of the learners, (b) the achievable goals
and objectives to meet the needs, (c) the selection of the content to be taught, (d) the motivation to carry
out the goals, (e) the strategies most fit to carry out the goals, and (f) the evaluation process to measure
learning outcomes;
Curriculum development – the process of selecting, organizing, executing and evaluating the learning
experiences on the nature of the society or community for the possibilities of improving the teaching-learning
situation; and
Curriculum design – focuses on the contents and purposes of the curriculum.
Child-centered Design/ Humanistic Design – attributed to Abraham Maslow and Carl Rogers,
who said the development of the self is the ultimate objective of
learning;
Experience-centered Design – experiences of the learners become the starting point of the
curriculum;
Problem-centered Design – draws on social problems, needs, interest, and abilities of the
learners.

The matic teaching.

Generic competency model – The subject specialist teaches his/her subject and activities will draw on
processes and skills important to each discipline;
Content-based instruction- it is the integration of content learning with language teaching. The language
curriculum is centered on the academic needs and interests of the learners.

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TEEP (Teacher Effectiveness Enhancement Programme)

CMO No. 30, s. 2004. RA 9155 – Governance of Basic Education Act of 2001; RA 6655 – The Free
Secondary Education Act.
RA 10533. RA 7836 – Professionalization of Teaching
RA 7610 – Special Protection of Children against Abuse, Exploitation and Discriminations Act
RA 10533. K+12 Basic Education Program

Philippine Professional Standards for Teachers (Formerly National Competency-Based Teacher Standards or
NCBTS)

Domain 1. Social Regard for Learning – focuses on the ideal that teachers serve as positive and powerful
role models of the value in the pursuit of different efforts to learn.

Domain 2 and 3. The Learning Environment/ Diversity of Learners – emphasizes the ideal that teachers
can facilitate the learning process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse sets of learning activities to
ensure that all learners can attain the desired learning goals;

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 Domain 7. Personal Growth and Professional Development – emphasizes the ideal that teachers value
having a high personal regard for the teaching profession, concern for professional development, and
continuous improvement as teachers; and
Domain 4. Exploring the Curriculum – allow students to apply and verify knowledge gained on curriculum
development through exposure to the existing curriculum.

Domain 5. Planning, Assessing and Reporting.

Domain 6. Community Linkages and The Learning Environment creates an environment that promotes
fairness, safe and conducive to learning;

Experiencing the Teaching-Learning Process. Learner’s Development and Environment – the social,
psychological, and physical environment supportive of learning; Technology in the Learning environment –
enrich the student’s experiences in developing and utilizing appropriate technology to facilitate learning;

Planning Phase;
Evaluation Phase – a match of the objectives with the learning outcomes will be made;
Implementation Phase – requires the teacher to implement what has been planned; and
Process of Feedback and Reflection – to give information as to whether the three phases were
appropriately done and gave good results.

Stage 1: Identifying Results / Desired Outcomes – Content/Performance Standards, Essential Understanding,

Objectives –KSA, Essential Questions; and

Stage 2: Defining Acceptable Evidence / Assessment – Product / Performance, Assessment Criteria/Tools) Six
Facets of Understanding (Explain, Interpret, Apply, Perspective, Empathy, Self-knowledges.)

Stage 3: Learning plan / Instruction.

Learning and Innovation Skills. Information, Media and Technology Skills – To be effective in the 21st
century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related
to information, media and technology;

Life and Career skills – The ability to navigate the complex life and work environments in the globally
competitive information age requires students to pay rigorous attention to developing adequate life and
career skills.

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The 1987 Philippine Constitution (Section 1 Article IV) – “The state shall protect and promote the right of all
citizens to quality education at all levels, and shall take appropriate steps to make such education accessible
to all.”

Medium of Instruction Rationalized.

Every child a Reader by Grade I – by the end of SY 2015-2016 every child passing pre-school must be a
reader by Grade I; Universal Pre-schooling for All – All public school children (and all public schools) will have
pre-schooling as their introduction to formal schooling by 2016; and 12-Year Basic education Cycle- expand
the basic education cycle from a short of 10-year cycle to a globally comparable 12 years before 2016.

Pre-school education provides solid foundation before the student commences his entry to school.

Grades 1 to 3. Medium of Instruction Rationalized – Support the UNESCO’s tried and tested formula on
mother tongue instruction; Use mother tongue as medium of instruction from pre-school to Grade III.
Grades 1 to 2 should be taught using the vernacular because based on research, the students will learn
faster at this stage if taught using the local language. Hence, English is still a universal language.

Stakeholders - are individuals or institutions that are interested in the school curriculum. Their interest
varies in degree and complexity. They get involved in many different ways in the implementation because the
curriculum affects them directly or indirectly. They may only supervise their children while they do their
homework.
Parents are the best supporters of the school, especially because they are the ones playing for their
child’s education. This has an implication to what kind of curriculum is being offered in the school.Parents can
provide insights and inputs on curriculum implementation and instruction since they are also stakeholders

Outcome-Based Education (OBE). It is an approach to education in which decisions about the

curriculum are driven by the exit learning outcomes that the students should display at the end of the course.
In OBE, Product defines Process. It can be summed up as “results-oriented thinking.”

2002 Basic Education Curriculum (BEC). The Department of Education, envisions every learner to be
functionally literate, equipped with life skills, appreciative of arts and sports and imbued with the desirable
values of a person who is makabayan, makatao, makakalikasan, at maka-Diyos. This vision is in line with
DepEd’s mission to provide quality basic education that is equitably accessible to all and lays the foundation
for lifelong learning and service for the common good.
Performance Strategies and methods – describes how do the Teachers Teach; Knowledge, skills and
values – describes what do the Teachers Teach; and Community Partner – describes with whom we do teach.
Inclusive Education is practice to show “education-for-all” principle.
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