Module 3 Curriculum Developmentx

CURRICULUM DEVELOPMENT
Course Specification and Syllabus
Course Philosophy
The course is intended to orient prospective teachers about the principles, process and
procedures of curriculum design and development. The participants will be informed
about the objectives, selection of content, its scope and outcomes, teaching strategies,
and design of instructional materials. The prime focus of this course is to discuss the
process of curriculum development beginning with the construction phase until it is
ready for implementation in educational organizations. Prospective teachers will be
provided with real experiences to study/observe different stages of curriculum
development in order to enhance their understanding of how a curriculum is developed
as a document. They will apply their learning through analysis of a unit of study they
have developed in another course in their program, using principles they have learned
in the curriculum course. Prospective teachers will learn about two broad categories of
curriculum development: the deductive model and the inductive model.
They will be introduced to the study of curriculum, forms of curriculum, and elements
of curriculum. Curriculum is defined differently by people who study curriculum and
by end users. The class will have to come to agreement about the meaning of
curriculum and related terms such as syllabus, scheme of studies, and lesson planning.
A curriculum is never a value free document. Foundations of curriculum are guided by
some philosophical sociological and psychological understanding on the what, why and
how of a curriculum. This course will also include various factors that affect the process
of curriculum development and implementation.
Prospective teachers will learn about traditional and progressive notions of curriculum
monitoring, assessment and evaluation and these notions influence curriculum
improvement efforts. This course gives prospective teachers the opportunity to develop
in-depth understanding of the central idea of curriculum. Furthermore, this course will
enable prospective teachers to plan and develop curriculum to meet the needs and
demands of the times.
INTENDED LEARNING OUTCOMES (ILOs)

Student Outcome
A. Describe curriculum, its forms and elements and related terms.

B. Describe the characteristics of curriculum in terms of aims, goals and objectives
and Taxonomies of educational objectives.
C. Identify models and designs of curriculum and their implications for teaching
and learning.
D. Describe the Process of Curriculum Development and change in the Philippines
Module 3 │Curriculum Development1 | P a g e

ILO A. Knowledge
Upon completion of this course, the students should be able to:
a) Know and understand basic concepts of curriculum and identify the key
elements of curriculum;
b) Identify various theories and approaches to curriculum design;
c) Identify and explain different curriculum models;
d) Know and understand traditional and progressive conceptions of evaluation;
e) Define the philosophical considerations, purpose, and goals of curriculum;
f) Know basic concepts, meanings, types and stages of planning for evaluation; and
g) Identify the forces and factors that affect the process of curriculum development
in the Philippines.
ILO B. Comprehension
a) Discuss curriculum implementation and milieu and explain various meanings of
curriculum and its importance;
b) Know and understand the importance of curriculum goals, aims and objectives;
c) Understand and explain the need and importance of curriculum design;
d) Understand and explain curriculum development and change in the Philippines;
e) Explain the role of evaluation and assessment in curriculum improvement;
f) Know and understand the relationships among evaluation, assessment and
curriculum;
g) Describe at least one trend in curriculum;
h) Understand the philosophical considerations, purposes, and goals of the
curriculum; and
i) Discuss internal and external factors and their influences on curriculum
development.
ILO D. Analysis
a) Critically examine the issues in curriculum development and change;
b) Articulate practical application design principles in curriculum through
discussion of their own work;
c) Understand various curriculum development processes;
d) Comprehend on the change process and identify stakeholders involved in the
curriculum development process;
e) Critically evaluate the prevailing system of education in the Philippines;
f) Critically analyze the models of curriculum planning and identify the most
feasible models for use in a Philippine context;
g) Comprehend and analyze the meaning and concepts of curriculum; and
h) Critique the effectiveness of different types and forms of curriculum and the
different models of curriculum planning and development.
ILO E. Synthesis

a) E.1 Differentiate between different forms of curriculum;
b) Apprehend on the basis of the Elementary and Secondary and Tertiary School
Program and its organization;
c) Understand the meaning, importance, key concepts and elements of curriculum
and comprehend on the role of foundations in curriculum development process;
d) Compare and contrast the impact of foundations on the learning of students;
e) Analyze the reflection of educational goals as mentioned in the education
policies in the prescribed textbooks;
f) Compare the mechanism of the mentioned models and highlight similarities and
differences; and
g) Compare the subject-centered approach with the learner-centered approach to
curriculum.
ILO F. Evaluation
a) Select one approach to curriculum and give reasons for their selection;
b) Differentiate between instruction and teaching, and state examples of instruction;
c) Give suggestions on how to overcome issues concerning curriculum planning
and evaluation;
d) Be acquainted with the curriculum planning process in the Philippines by
identifying the agencies responsible for Curriculum Development at National
and Provincial level;
e) Appreciate the significance of various foundations in the curriculum
development process;
f) Examine the three bases of curriculum and show the intricate relationship
between them; and
Highlight the contribution of teacher as reflective practitioner and instructional technology
developer in curriculum development process.
Mapped Intended Learning Outcome with the Student Outcomes for the Course:

Content Coverage for Modular Students

The following subsequent to this page shows the tentative list of topics for the course. The
instructor has the right to alter the outline at any time constraints, unexpected scheduling
conflicts, unexpected affairs/activities in the university, or overall benefit to class effectiveness.
Instructions:
1. Research the following SUB-TOPICS and give an introduction or highlights

about the MAIN TOPICS. You can copy the important lessons and make an
outline. Encode and use Microsoft Words.
2. Print and will submit to the author a month after your enrollment.
3. Answer the Practice Sets 1 & 2 in a yellow sheet of paper and submit together
with what stated on #s 1 & 2.
A. Concepts, Nature and Purposes of Curriculum

Curriculum from Different Point of Views
a) Types of Curriculum Operating in Schools

b) Philosophical Foundations of Curriculum
c) Historical Foundations of Curriculum
d) Psychological Foundations of Curriculum
e) Social Foundations of Curriculum
B. Elements and Components of Curriculum

a) Curriculum Aims, Goals and Objectives in Different Levels
b) Curriculum Content or Subject Matter
c) Curriculum Experiences
d) Curriculum Evaluation
e) Curriculum Approaches
C. Teaching-Learning Process and Curriculum Development

a) Teaching as a Process in Curriculum
b) Learning as a Process in Curriculum
c) Teaching and Learning in the Curriculum
d) Matching Teaching and Learning in Curriculum Context
D. Curriculum Design Models

a) Subject-centered Design
b) Learner-centered Design
c) Problem-centered Design
d) Assessment on Curriculum Design of the Three Levels in Education (Basic,
Tertiary, and Vocational)
E. Designing and Principles of Curriculum Design

a) Dimensions of Curriculum Design
b) Guidelines in Curriculum Design
F. Approaches to Curriculum Design

a) (Six Features of a Curriculum) a. The Teacher b. The Learners c. Knowledge,
Skills and Values d. Strategies and Methods e. Performance f. Community
Partners
b) The Roles of Stakeholders in Curriculum Implementation
c) Learners as the Center of the Curriculum
d) Teachers as Curriculum Developers and Implementers
e) Curriculum Managers and Administrators
f) Parents as Supporters to the Curriculum
g) Community Members as Curriculum Resources
h) Other Stakeholders in Curriculum Implementation
G. The Role of Technology in Delivering the Curriculum

a) Pilot Testing, Monitoring and Evaluating the Implementation of the
Curriculum Evaluation of the following Curriculum Framework of Basic Education in
the Philippines:
a. National Elementary School Curriculum or the NESC (1984 – 2002)
b. New Secondary Education Curriculum or the NSEC (1991 – 2002)
c. Revised Basic Education Curriculum or the RBEC (2002)
d. Secondary Education Curriculum – Understanding by Design (2010)
e. K to 12 Basic Education Curriculum (2012)
b) Assessing the Curriculum (Criteria for Curriculum Assessment)
a. Criteria for Goals and Objectives
b. Criteria for Assessment of Instruction
c. Characteristics of a Good Curriculum
d. Curriculum Evaluation
c) Tools to Assess Curriculum
a. Paper-and-pencil Strategy
b. Performance-based Strategy
c. Observational Strategy
d. Personal communication Strategy
e. Oral Strategy
f. Reflective Strategy
g. Recording Tools and Devices
d) Curriculum Innovations: Local and Global Trends
a. Thematic Teaching
b. Content-Based Instruction
c. Focusing Inquiry
d. Generic Competency Model
e. Third Elementary Education Program (TEEP)
f. Secondary Education Improvement and Development Program (SEDIP)

g. New Teacher Education Curriculum
h. Ladderized Curriculum for Bachelor of Technical Teacher Education
(BTTE)
i. Instructional and Curricular Excellence in School Leadership and
Management (DepEd excel)
j. Project CHILD
k. Brain-Based Learning
Teaching-Learning Strategies and Assessment Methods During the teaching-learning

activities, the students are guided by the different references or resources such as
Internet and other books pertinent to the course. Other resources maybe provided by
the Instructor or by the students themselves. Prior researches about the topics to be
discussed are allowed. Group presentation, group project, individual outputs and other
activities can be employed by the Instructor.
COURSE POLICIES:
The following are given as guide in the conduct of the course: Grading System. The
passing final grade is 75%. The numerical equivalent of the final grade will be
determined from the following rating scale.
Dropping. Dropping from the course is the responsibility of the student. If the student
decides to stop attending the class, he/she should submit a copy of duly signed
dropping form not later than the date set by the center director. Failure to comply with
this requirement would mean a grade of 5.00 in the course. Please be guided
accordingly.
Reference: Bilbao, Purita P., et. al., 2008. Curriculum Development. LORIMAR
Publishing Inc. Quezon City, Philippines.
A Comprehensive Introduction to
What is a Curriculum?
 A blueprint.Curriculum simply means “a course of study”.
 A course designs.It is a well-planned sequence of learning experiences occupying
several learning sessions and involving some form of assessment of the learner’s work.
 It’s a product. It is the result of careful and systematic planning and writing of a
framework to guide the teaching and learning process.
 A basis. It involves reflecting on and making decisions about the teaching of the entire
course well before it begins.
The process of creating something over a period of time.

POINT OF VIEW TO CURRICULUM DEVELOPMENT
Ralph Tyler Model: Four Basic Principles

TYLER’S RATIONALE
1. What educational purposes should the school seek

to attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes are
being attained or not?
GRASSROOTS APPROACH OF HILDA TABA

1. Diagnosis of learner’s needs and expectations of the society
2. Formulating of the learning objectives
3. Selection of the learning content
4. Organization of the learning content
5. Selection of the learning content
6. Organization of the learning activities
7. Determination of what to evaluate and the means of doing it
INTERACTING PROCESSES IN A CURRICULUM MODEL
PLAN – IMPLEMENT – EVALUATE

TYPES OF CURRICULUM
Allan Glatthorn, 2000
Recommended Curriculum
Proposed by scholars and professional organizations
Written Curriculum
Appears in school, district, division or country documents
Taught Curriculum
Usually implemented in the classrooms and schools
Supported Curriculum
Resources – textbooks, computers, and audio-visual materials
Assessed Curriculum
Tested and evaluated curriculum
Learned Curriculum
Learning outcomes achieved by the students
Hidden Curriculum

Unintended and unplanned curriculum which may modify behavior or influence learning
outcomes
FOUNDATIONS OF CURRICULUM
PERENNIALISM
Educate rational person, focal focus is on classical subjects, literary analysis and
curriculum is constant
ESSENTIALISM
Promote intellectual growth, focuses on essential skills (3Rs) and essential subjects of
English, Science, History, Mathematics and Foreign Languages
PROGRESSIVISM
Promotes democratic and social living, interdisciplinary, interactive and integrative
RECONSTRUCTIONISM
Education for change, focuses on present and future trends and issues, equality of
education, access to global education
1. Franklin Bobbit (1876-1956). Presented curriculum as a science. It prepares students to

adult life.
2. Werret Charters (1875-1952). Curriculum should give emphasis on student’s needs.
3. William Kilpatrick (1871-1965). Curricula are purposeful activities which are child-
centered.
4. Harold Rugg (1886-1960). Curriculum should be plan in advance and should produce
outcomes.
5. Hollis Caswell (1901-1989). Curriculum is a set of experiences as organized around
knowledge and learners’ interest.
6. Ralph Tyler (1902-1994). Curriculum is a science and an extension of school’s
philosophy.
COMPONENTS OF THE CURRICULUM
1. What is to be done? AIMS, GOAL and OBJECTIVES

2. What subject matter is to be included? CONTENT

3. What instructional strategies, resources and activities will be employed? EXPERIENCES
4. What methods and instruments will be used to assess the results of the curriculum?
EVALUATION
CLASSIFICATIONS OF OBJECTIVES
Cognitive
Affective
Psychomotor
COGNITIVE
Benjamin Bloom

An adjusted model of Bloom’s Taxonomy (1956) of Cognitive Domain was produced by
Anderson and Krathwohl in which the levels five and six (Synthesis and Evaluation) were
inverted and all the levels became verbs, suggesting that learning is an active process.
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
REMEMBERING
UNDERSTANDING
APPLYING
ANALYZING

EVALUATING
CREATING
AFFECTIVE
David Krathwohl
Affective Domain provides a framework for teaching, training, assessing and evaluating
the effectiveness of training and lesson design and delivery and the retention by and affect
upon the learner or trainee.
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing
RECEIVING

RESPONDING
VALUING
ORGANIZING
INTERNALIZING
P S Y C HOMOTO
R
RH Dave
The psychomotor domain was established to address skills development relating
to the physical dimensions of accomplishing a task. Because ‘motor skills extend beyond the
originally traditionally imagined manual and physical skills, always consider using this
domain, even if adequate cognitive and affective domains cover the learning environment.
1. Imitation
2. Manipulation
3. Precision

4. Articulation
5. Naturalization
IMITATION
MANIPULATION
PRECISION
ARTICULATION
NATURALIZATION

Activity
Identify the TAXONOMIC DOMAIN of the given instructional/specific objectives.
1. Identify the forces and factors that affect the purposes of curriculum development in the
Philippines.
2. Use Bloom’s Taxonomy in curriculum planning.
3. Examine the three bases of curriculum and show the intricate relationship between
them.
4. Give suggestions on how to overcome issues concerning curriculum planning and
evaluation.
5. Anticipate future scenarios of curriculum change and innovation.
CRITERIA FOR THE SELECTION OF THE SUBJECT MATTER

 Self-sufficiency
 Significance
 Validity
 Interest
 Utility
 Learnability and feasibility
HOW TO ORGANIZE CURRICULAR PLANS?

As according to Palma (1992)
Step 1 – Make sure it’s balanced
Step 2 – make sure it’s well articulated
Step 3 – Make sure it’s sequential
Step 4 – Make sure it’s continuous

CONE OF EXPERIENCE
Edgar Dale
EXAMPLES OF HOW STUDENTS LEARN
Learning by trial and error (Stimulus-response Theory)

Learning by conditioning (Classical Conditioning Theory)
Learning by insight (Discovery Learning)
Learning by observation and imitation through modeling
OTHER MODES OF LEARNING

Based on Howard Gardner’s Theory of Multiple Intelligence
 Mathematical
 Verbal

 Kinesthetic
 Visual
 Aural
 Interpersonal
 Intrapersonal
APPROACHES TO CURRICULUM
Behavioral Approach
 Based on blueprint
 Learning outcomes are evaluated based on objectives
Managerial Approach
 The principal is the curriculum leader and at the same time the instructional leader
 More on improving curriculum and pay less attention on the subject matter
Systems Approach
 Curriculum is examined in terms of how they relate to each other
 Pay equal attention to administration, counselling, curriculum, instruction and
evaluation
Humanistic Approach
 Curriculum should focus on the total development of an individual
 The leader is at the center of the curriculum
CRAFTING THE CURRICULUM

Remember that a curriculum may de designed:
o Horizontal
o Vertical
What is our role?

Teachers are considered as:
1. Designer
2. Implementer
3. Evaluator

Curriculum Design Models
1. Subject-centered Design Model. It focuses on the content of the curriculum. This design
corresponds mostly to the textbooks, written for the specific subject. It is the reason
behind why school hours are divided.
2. Learner-centered Design Model. The curriculum is designed in a way that learner is the
center of the educative process.
3. Problem-centered Design Model. Curriculum design centers and draws on social
problems, needs, interests and abilities of the learners.

DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN
The way we draft and write the curriculum should be based on these principles:
1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance
SCOPE
 All content, topics, learning experiences and organizing threads comprising the
educational plan (Tyler & Ornstein, 2004), it can be cognitive, affective or psychomotor
content.
 It provides boundaries in curriculum as it applies to the different educational level.
 It can be divided into chunks called units, sub-units, chapters or sub-chapters as the case
may be.
 Content may be outline thematically, linearly or logically.
SEQUENCE
Vertical relationship among elements of the curriculum
FOUR PRINCIPLES OF SEQUENCE
Smith, Stanley and Shore, 1957
 Simple to complex learning

 Prerequisite learning
 Whole to part learning
 Chronological learning
MAJOR PRINCIPLES FOR ORGANIZING CONTENTS

Posner and Rudnitsky, 1994
1. World-related sequence
What relationship exist among people, objects or events of the world?
 Space. Spatial relations will be the basis of sequence.

 Time. Chronological principle in sequencing content.
 Physical Attributes. Physical characteristics of the phenomena.
2. Concept-related sequence
Reflects the organizational of the conceptual world and how ideas are related in a logical
manner.
 Class Relations. Refers to the group or set of things that share common practices.
 Propositional Relations. Evidence is presented before propositions.
3. Learning-related Sequence
Based on the psychology of learning and how people learn.
 Empirical Prerequisites. Sequence is primarily based on empirical studies where the
prerequisites is required before learning the next level.
 Familiarity. What is familiar should be taken up first before the unfamiliar.
 Difficulty. Easy content is taken ahead than the difficult one.
 Interest. Contents and experiences that stimulate interest are those that are novel.
These can arouse curiosity and interest of learners.
CONTINUITY
Vertical repetition and recurring appearances of the content provide continuity in the
curriculum.
SPIRAL PROGRESSION
Gerome Bruner
 The content is organized according to the interrelationship between structure of the
basic ideas of a major discipline.
 For learners to develop the ideas, these have to be developed and redeveloped in a spiral
fashion in increasing depth and breadth as the learners advance.
INTEGRATION
Subject matter content or disciplined content lines are erased and isolation is eliminated.
“Everything is integrated and interconnected. Life is a series of emerging themes”.
ARTICULATION
1. Vertical Articulation. Contents are arranged form level to level so that the content in a
lower level is connected to the next level.
2. Horizontal Articulation. Association among or between elements that happens at the
same time at different learning areas.
BALANCE
Equitable assignment of content, time, experiences and other elements.
“Too much or too little maybe disastrous”.
GUIDELINES IN CURRICULUM DESIGN

1. Curriculum design committee should involve teachers, parents, administrators or even
students.

2. School’s vision, mission, goals and objectives should be reviewed and used as a bases for
curriculum design.
3. The needs and the interests of the learners, in particular, and the society, in general,
should be considered.
4. Alternative curriculum design should consider advantages and disadvantages in terms
of cost, scheduling, class size, facilities and personnel required.
5. The curriculum design should take into account cognitive, affective, psychomotor skills,
concepts and outcomes.
SIX FEATURES OF THE CURRICULUM

1. Who teaches? Teachers
2. Who do the teachers teach? Learners
3. What do the teachers teach? KSA
4. How do teachers teach? Strategies and Methods
5. How much of the teaching was learned? Performance
6. With whom do we teach? Community Partners
ASSESSING THE CURRICULUM

Lesson 1 - Intended vs. Implemented vs. Achieved Curriculum
Purpose of Curriculum Assessment
Curriculum Assessment is the process of collecting information for use in evaluation.

Curriculum Assessment may achieve the following purposes:
1. Highlight curriculum expectations
2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified needs of students
5. Provide evidence to tell how well the students have learned
6. Obtain feedback that helps teachers, students and parents make good decisions
to guide instructions.
INTENDED CURRICULUM
Refers to a set of objectives at the beginning of any particular plan. It establishes the
goal, the specific purposes, and the immediate objectives to be accomplished.
There are certain indicators to measure intended curriculum.
1. Are the objectives achievable within the learners’ developmental levels?

2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?

IMPLEMENTED CURRICULUM
Refers to the various learning activities or experiences of the students in order to
achieve the intended curricular outcomes.
To assess the implemented curriculum, the following questions can be addressed:
1. Are the learning activities congruent with the stated objectives?

2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the strategy?
4. Does the teacher utilize the various ways of doing to complement the learning
styles of the students?
5. Are there alternative activities for the learners to do to accomplish the same
objectives?
6. Do the activities motivate the learners to do more and harness their potentials?
7. Do the activities provide maximum learning experiences?
8. Do the activities utilize multiple sensory abilities of the learners?
9. Do the activities address multiple intelligences of the learners?
ACHIEVED CURRICULUM
Refers to the curriculum outcomes based on the first two types of curriculum, the
intended and the implemented. It is now considered the product. It can be the learning
outcomes, or a material product itself, like a book, module or instructional material.
To measure achieved curriculum the following questions should be addressed:

1. Do the learning outcomes achieved by the learners approximate the level of
performance set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect knowledge, skills and attitudes and
skills intended to be developed?
4. How many percent of the learners in the same class perform higher that the level
set at the beginning?
The relationship of the Three Types of Curriculum

The Basic Education Curriculum (BEC) and the Three Types of Curriculum:
Intended, Implemented and Achieved
Question 1. What does the BEC aim to accomplish? (Intended Curriculum)

1. To raise the quality of Filipino learners and graduates who will become lifelong learners.
2. To decongest the curriculum in order that the teachers and learners will be able to
contextualize it.
3. To use innovative, interdisciplinary and integrative methods of instructional delivery
whenever possible and appropriate.
4. To make values development integral to all learning areas in high school.
The curriculum objectives are expressed in terms of competencies: knowledge, skills, values and
attitudes which the learners will develop or acquire.
Question 2. How was the BEC implemented to accomplish the goals? (Implemented
Curriculum)
1. The BEC decongested the overcrowded the old curriculum into five learning areas,
namely, English, Mathematics, Science, Filipino and Makabayan.
2. The teachers in basic education were trained to use innovative, interdisciplinary,
thematic, and integrative modes of instructional delivery.
3. Teaching-learning processes are interactive to enhance learning. There is open
communication between teachers and learners and among learners themselves.
Instructional materials and multimedia are fully utilized to support interactions
thus teaching and learning become more interesting.
4. English, Science, Mathematics and Filipino are the basic tool subjects, while
Makabayan develops healthy personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of
several subjects in the elementary and in the secondary levels.
For the Elementary Level, Makabayan is composed of

a) Araling Panlipunan or Social Studies
b) EdukasyongPantahanan at Pangkabuhayan EPP
c) Musika, Sining at EdukasyongPangkatawan MSEP
d) Good Manners and Right Conduct GMRC
For the high school, Makabayan is composed of

a) Araling Panlipunan or Social Studies
b) Technology and Home Economics
c) Physical Education, Health, Music and Arts (PEHMA)
d) Edukasyon sa Pagpapahalaga (EP) or Values Education
e) The school year 2002-2003 was declared as the pilot year in the public
schools. Private basic education schools were encouraged to join in the
implementation of the BEC in the later years.

Question 3. What has the BEC achieved? (Achieved curriculum)
The National Educational Testing and Research Center (NETRC)
The Bureau of Elementary Education (BEE)
The Bureau of Secondary Education (BSE)
A continuous monitoring was done by the school principals and supervisors in

the schools, district and divisions. This is referred to as school-based monitoring, to
allow curriculum managers to make immediate adjustments and provide feedback to
the national offices.
Among the initial achievements of the BEC as expressed by teachers, parents and
students informally are the following:
1. Increased interest and motivation of students to go to school.
2. Increased level of performance in the tool subject areas.
3. Change in teachers’ paradigm from a dispenser of knowledge to facilitators of
learning
4. Increased instructional materials support for teaching and learning
5. Increase in the in-service training of teachers
6. More opportunities of learners to learn on their own.
7. Use of varied teaching strategies to complement the learning styles of the
students.
8. More involvement of other stakeholders in the education of the children
9. More involvement of the school principals in decision making that relate to
curriculum implementation.
10. Empowered teachers and school officials.

Lesson 2 - Criteria for Curriculum Assessment.
Criteria- are a set of standards to be followed in assessment. Specifically, as they apply

to criteria are set of standards upon which the different elements of the curriculum are
being tested. The criteria determine the different levels of competencies or proficiency
of acceptable task performance.
Goals and Objectives- are statements of curricular expectations. Objectives indicate

clearly what the students will learn. The items must reflect the tasks, skills, content
behavior and thought processes that make up curricular domains and must also match
the students’ needs.
Goals and instructional objectives - are formulated and specified for the following
purposes:

1. To have focus on curriculum and instruction which give direction to where students
need to go.
2. To meet requirements specified in the policies and standards of curriculum and
instruction
3. To provide the students’ the best possible education and standards of curriculum and
instruction.
4. To monitor the progress of students based on the goals set
5. To motivate students to learn and the teachers to be able to feel a sense of competence
when goals are attained.
For goals and objectives to be formulated criteria on certain elements should be

included according to Howell and Nolet in 2000.
1. Content
2. Behavior
3. Criterion
4. Condition
Writing effective goals and objectives should also use the following general criteria.
1. Syntactic correctness (Are the objectives syntactically correct?)

2. Compliance with legal requirements (Do the objectives comply with the legal
requirements of the course of subjects?)
3. The Stranger Test (Do the objectives pass the stranger test?)
4. Both knowledge and behavior are addressed (Do the objectives address both
knowledge and
behavior?)
5. The So-What test (Do they pass the so-what test?)
6. Individualization (Are the objectives aligned?)
7. Common Sense (Do they make common sense?)
Criteria for Assessment of Instruction
The Two Approaches to Instruction:
1. Supplantive Approach - referred to as “direct” instruction. The teachers attempt

to promote learning by providing explicit directions and explanations regarding
how to do a tank.
With this approach, information is presented in an ordered sequence in which

component sub skills are taught directly or a foundation for later tasks. This approach
to instruction is highly teacher-directed.
2. Generative Approach - referred to as “constructivist” or “developmental”. The

teacher functions as a facilitator who takes a less central role in a learning process
that is student directed. Generative instruction is “constructivist” because much

of its emphasis is on helping students to construct their own educational goals
and experiences as well as the knowledge that results.
With this approach, information is presented on a schedule determined by students’

interests and goals. Prerequisites for more complex information are expected to be
learned as a consequence of the larger understanding students would be guided to
construct.
With this approach, information is presented on a schedule determined by students’

interests and goals. Prerequisites for more complex information are expected to be
learned as a consequence of the larger understanding students would be guided to
construct.
Attributes Generative Approach Supplantive Approach

Buzz Words used by  Constructivist  Direct instruction
proponents  Developmental  Teacher-directed
 Top down  Mastery learning
 Holistic  Task analytic
 Authentic  Competency based
 Meaning-based  Effective teaching
What proponents call the  Romantics  Reductionist
other  Fuzzy  Drill-and-kill
 Postmodernist  Dogmatic
 Unrealistic  Unauthentic
Underlying beliefs about  Students construct  The skills that
what is taught their own students need to be
understanding learn can be derived
 When learning is from an analysis of
contextualized, the social demands
students will identify placed on them.
what they are ready
to learn.
Underlying beliefs about  Learning is “socially  Learning can be
how learning occurs constructed”, induced through
students link to new instruction that builds
information to prior explicit links between
knowledge when new information and
provided prior knowledge.
opportunities to
observe or experience.
Underlying beliefs about  Learning is  When learning does
how to teach developmental and not occur, it can be
occurs much the way facilitated by building
early language is it from the “bottom
acquired. up” through teaching
 Teachers take a of prerequisite

“hand’s off” approach subskills.
and seek to provide a  Teachers take a
meaningful context in “hands on approach”
which learning will by structuring lessons
occur naturally. and providing explicit
direction.
Common error made by  Creating interesting  By focusing on
proponents classroom activities specific learning
but failure to link outcomes, they may
these activities to fail to attend to other
learning outcomes. equally important
interests and topics.
 Too much emphasis  Too much emphasis
on larger ideas, not on the components,
enough emphasis on not enough emphasis
the components. or the larger ideas.
Select the Generative Select the Supplantive

Approach when: Approach when:
The Student  Has considerable  Has little prior
prior knowledge knowledge of the task
 Has adaptive  Has non-adaptive
motivational patterns motivational patterns
 Experiences  Experiences repeated
consistent successes failure on the task
on the task
The Task  Is simple for the  Is complex
student  Is ill defined
 Is well-defined  Has missing
 Can be completed information
using a general  Requires the use of a
problem-solving task-specific strategy
strategy  Is pivotal to the
 Is to understand, but learning of
not necessarily apply, subsequent tasks
what is learned  Must be used with a
high level of
proficiency
The Setting  Allows plenty of time  Time allowed to
to accomplish accomplish outcomes
outcomes is limited
 Places priority on  Places priority on task
experiences and mastery
activities
Curriculum Criteria

Are guidelines on standard for curriculum decision-making. The objectives of a curriculum or
teaching plan are the most important curriculum criteria, since they should be used in selecting
learning experiences and in evaluating learning achievement.
The criteria are stated in the form of questions as follows:

1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used
by teachers and students in choosing content, materials and activities for learning?
2. Have teacher and students engage in student-teacher planning in defining the goals and
in determining how they will be implemented?
3. Do some of the planned goals relate to the society of the community in which the
curriculum will be implemented or the teaching will be done?
4. Do some of the planned goals relate to the individual learner and is or her needs,
purposes, interest and abilities?
5. Are the planned goals use as criteria in selecting and developing learning materials for
instruction?
6. Are the planned goals used as criteria in evaluating learning achievement and in the
further planning of learning sub goals activities?
7. According to Hass and Parkay (1993), individual differences, flexibility and systematic
planning are criteria that depend in part on knowledge of the different approaches to
learning.
What are the characteristics of a good curriculum?
1. A good curriculum is systematically planned and evaluated.

2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for adaptation to
particular situations and individuals.
6. A good curriculum utilizes the most effective learning experiences and resources
available.
7. A good curriculum makes maximum provision for the development of each
learner.
What is evaluation?
 Evaluation is the process of determining the value of something or the extent to

which goals are being achieved. It is a process of making a decision or reading a
conclusion. It involves decision making about student performance based on
information obtained from an assessment process.
 Assessment is the process of collecting information by reviewing the products of

student work, interviewing observing, or testing.
 Evaluation is the process of using information that is collected through

assessment. It entails a reasoning process that is based on influence.

 Inference is the process of arriving at a logical conclusion from a body of
evidence. It usually refers to the process of developing a conclusion on the basis
of some phenomenon that is not experienced or observed directly by the person
drawing the inference.
 Evaluation is a thoughtful process. It is the judgment we make about the

assessment of student learning based on established criteria. It involves the
process of integrating assessment information form various sources and using
this information to make inferences and judgments about how well students
have achieved the curriculum expectations.
Evaluation provides information
 Directly to the learner for guidance

 Directly to the teacher for orientation of the next instruction activities.
 Directly to external agencies for their assessment of schools functioning in the
light of national purpose.
What is curriculum evaluation?
 Curriculum evaluation is the process of obtaining information for judging the

worth of an educational program, product, procedure, educational objectives or
the potential utility of alternative approaches designed to attain specified
objectives.
 Curriculum evaluation focuses on determining whether the curriculum as

recorded in the master plan has been carried out in the classroom.
In evaluating a curriculum, the following key Questions are usually asked:

o Are the objectives being addressed?
o Are the contents presented in the recommended sequence?
o Are students being involved in the suggested instructional experiences?
o Are the students reacting to the contents?
Formative and Summative Evaluation
 Summative evaluation is evaluation that takes place at the end of a unit or

section of instruction. Summative evaluation takes place at the end of the lesson
or project and tells the evaluator what has happened. It sums up the learning. It
is the after-the-fact, like end-of-the-year testing.

 Formative evaluation takes place during the lesson or project and tells the
evaluator what is happening. It is on-going and yields information that can be
used to modify the program prior to termination.

Lesson 3 - Tools to Assess the Curriculum
What are Assessment Strategies?
Assessment Strategies are structures through which student knowledge and

skills are assessed. These are:
1. Pencil-and-paper-strategy
2. Performance based strategy
3. Observational
4. Personal communication
5. Oral
6. Reflective
7. Combinations of strategies
PAPER-AND-PENCIL STRATEGY
The Essay
A. Definition
The essay:
 Is a writing sample used to assess student understanding and or how well
students can analyze and synthesize information;
 Is a pencil-and-paper assessment where a student constructs a response to a
question, topic or brief statement
 Provides the student with opportunity to communicate his/her reasoning in a
written response.
B. Purpose
The essay is used to:
 Assess the student’s ability to communicate idea in writing;
 Measure understanding and mastery of complex information
The Select Response
A. Definition
The select response:
 Is a paper-and-pencil assessment in which the student is to identify the
one correct answer
 Is a commonly used procedure for gathering formal evidence about
student learning, specifically in memory, recall and comprehension.
B. Purpose

The select response is used to:
 Test student learning of subject/content knowledge (facts, concepts,
principles or generalizations, or procedures); Assess prerequisites
knowledge
THE PERFORMANCE-BASED STRATEGY

The Performance Task
A. Definition
The performance task:
 Is an assessment which requires students to demonstrate a skill or
proficiency by asking them to create, produce, or perform
 May be an observation of a student or group of students performing a
specific task to demonstrate skills and/or knowledge through open-
ended, “hands-on” activities
B. Purpose
The performance task is used to:
 Provide an efficient means of assessment where the skill cannot be
demonstrated with a pencil-and-paper test;
 Enable learners to demonstrate abilities, skills, attitudes and behaviors
 Provide information about a learner’s ability to organize, draw on prior
knowledge and experience, improvise, choose from a range of strategies,
represent learning and make decisions to complete a task
 Test skills in the affective, cognition, psychomotor, and perceptual
domains.
THE EXHIBITION/DEMONSTRATION
A. Definition
The Exhibition/Demonstration:
 Is a performance in which student demonstrates individual achievement
through application of specific skills and knowledge.
 Is used to assess progress in tasks that require students to be actively
engaged in an activity
B. Purpose
The Exhibition/Demonstration is used to:
 Allow students to show achievement of a skill or knowledge by

requiring the student to demonstrate that skill or knowledge in use.
THE OBSERVATIONAL STRATEGY
A. Definition

 Is a process of systematically viewing and recording student behavior
for the purpose of making programming decisions; permeates the
entire teaching process by assisting the teacher in making the decisions
require in effective teaching.
B. Purpose
 Provides systematic, ongoing information about students in relation to
areas of strength and weaknesses, preferred learning styles, unique
interests, learning needs, skills, attitudes, behavior and performance
related expectations.
PERSONAL COMMUNICATIONS STRATEGY

The Conference
A. Definition
The conference:
 Is a formal or informal meeting between/among the teacher and
student and/or parent;
 Has a clear focus on learning for discussion
B. Purpose
The conference is used to:
 Exchange information or share ideas between among the individuals at
the conference
 Explore the student’s thinking and to suggest next steps;
 Assess the student’s level of understanding of a particular concept or
procedure;
 Enable a student to move ahead more successfully on a particular piece of
work;
 Review, clarify, and extend what the student has already completed
 Help students internalize criteria for good work.
THE INTERVIEW
A. Definition
The interview:
 Is a form of conversation in which all parties increase their knowledge and
understanding.
B. Purpose
The interview is used to:
 Focus on inquiry where the purpose of the meeting is based on
investigation
 Explore students’ thinking
 Assess the student’s level of understanding of a particular concept or
procedure;

 Gather information, obtain clarification, determine positions and probe for
motivations
 Help determine students’ understanding of qualities of good work.
ORAL STRATEGY
The Questions and Answers
A. Definition
Questions:
 are posed by the teacher to determine if students understand what is
being/has been presented or to extend thinking, generate ideas or
problem-solve?
Answers:
 Provide opportunities for oral assessment when the student responds to a
question by speaking rather than by writing
B. Purpose
The questions and answers are used to:
 Provide mechanism which monitors a students’ understanding while
assessing student progress
 Gather information about a student’s learning needs.
THE CLASSROOM PRESENTATION
A. Definition
The classroom presentation:
 Is an assessment which requires students to verbalize their knowledge,
select and present samples of finished work and organize thoughts, in
order to present a summary of learning about a topic.
B. Purpose
The classroom presentation is used to:
 Provide summative assessment upon completion of a project or an essay;
 Assess students when it is inappropriate or difficult to test a student’s
understanding or knowledge with paper-and-pencil test.
THE REFLECTIVE STRATEGY

Self-Assessment
A. Definition
Self-Assessment:
 Is the process of gathering information and reflecting on one’s own
learning;
 Is the student’s own assessment of personal progress in knowledge, skills,
processes or attitudes;

 Leads a student to a greater awareness and understanding of himself or
herself as a learner.
B. Purpose
Self-assessment is used to:
 Assist students to take more responsibility and ownership of their
learning;
 Provide insights and information that enable students to make decisions
about their learning and to set personal learning goals
 Use assessment as a means of learning
 Focus on both the process and products of learning;
 Help students critique their own work;
 Help students internalize the characteristics/criteria of quality student
work.
COMBINATION OF STRATEGY
The Portfolio
A. Definition
The Portfolio:
 Is the purposeful collection of samples of a student’s work that is selective,
reflective, and collaborative;
 Demonstrates the range and depth of a students’ achievement,
knowledge, and skills over time and across a variety of contexts;
 Has student involvement in selection of portfolio materials as part of the
process;
 Is a visual presentation of a students’ accomplishments, capabilities,
strengths, weaknesses, and progress over a specified time
B. Purpose
The portfolio is used to:
 Document typical student work and progress;
 Provide a comprehensive view of the students’ progress, efforts and
achievements
 Reflect growth and progress but may serve different purposes during the
year;
 Provide a focus for student reflection on their own learning.
 Build a student’s sense of responsibility for his/her own learning
 Build a student’s confidence in her/his abilities as a learner;
 Promote an ongoing process where students demonstrate, assess and
revise in order to improve and produce quality work.
RECORDING DEVICES/TOOLS

Recording devices provide various means of organizing the recordings of
information about student achievement. These are:
1. Anecdotal record
2. Checklist
3. Rating scale
4. Rubric
5. Learning log
The Anecdotal Record

A. Definition
The anecdotal record:
 Is a short narrative describing both a behavior and the context in which
the behavior occurred;
 Should objectively report specific and observed behaviors;
 Describes student performance in detail and in writing.
B. Purpose
The anecdotal record is used to:
 Provide an ongoing record of written observations of student progress;
 To record objectively, significant observations that are not part of a
formal assessment which might otherwise be forgotten or remembered
incorrectly;
 Record observations of unanticipated performances, behaviors, incidents,
or events.
The Checklist
A. Definition
The checklist:
 Is a list of actions or descriptions that a rater checks off as the particular
behavior or expectation is observed;
 Is a written list of performance criteria which is used to assess student
performance through observation, or may be used to assess written work;
 Is a list of skills, concepts, behaviors, processes, and/or attitudes that
might, or should, occur in a given situation?
B. Purpose
The checklist is used to:
 Record whether a specific skill or behavior was “evident” or “not
evident”.
 Record the presence or absence of specific behaviors in given situations.
 Record a performance that can should be shown to students to help them
see where improvement is needed.
The Rating Scale

A. Definition
The rating scale:
 Is a simple tool for assessing performance on a several-point scale
ranging from low to high. It may have as few as 3 points, or as many as
10 points;
 Assesses the extent to which specific facts, skills, attitudes, and/or
behaviors are observed in a student’s work or performance.
 Is based on a set of criteria which allows the teacher to judge performance
product, attitude, and/or behavior along a continuum.
 Is used to judge the quality of a performance.
B. Purpose
The rating scale is used to:
 Provide detailed diagnostic information on a student’s performance,
product, attitude, behavior in reference to prestated criteria.
 Record the frequency or even the degree to which a student exhibits a
characteristic;
 Record the range of student achievement in relation to specific behaviors;
 Describe performance along a continuum.
The Rubrics
A. Definition
The rubric:
 Is a series of statements describing a range of levels of achievement of a
process, product, or a performance.
 Contains brief, written descriptions of the different levels of student
performance.
 Defines desired expectations with specific performances outlined for each
level;
 Is descriptive rating scale which requires the rater to choose among the
different levels;
 Uses criteria and associated descriptions to assess the actual performance.
B. Purpose
The rubric is used to:
 Summarize both student performance and product against pre-stated
criteria
 Make scoring of student performance more precise than using a list of
items;
 Provide a clear description of what “quality” work looks like.
The Learning Log

A. Definition
The learning log:
 Is an ongoing record by the student of what he/she does while working
on a particular task or assignment.

 Makes visible what a student is thinking and/or doing through frequent
recordings over time.
B. Purpose
The learning log is used to:
 Show student progress and growth over time;
 Provide the student with the opportunities to gather and interpret
information, to ask questions, and to make connections.
Non-Test Monitoring and Assessment

1. Oral and written reports
2. Teacher and observation
3. Journal
4. Portfolio of student’s work
5. Slates or hand signals
6. Games
7. Projects
8. Debates
9. Checklist
10. Cartooning
11. Models
12. Notes
13. Daily assignments
14. Anecdotal record
15. Panel
16. Learning centers
17. Demonstration
18. Problem solving
19. Discussions
20. Organize note sheets and study guides

Lesson 4 – Linking Curriculum, Instruction and Assessment
Curriculum and Instruction
A curriculum according to Howell and Evans (1995) and Sands, et. al (1995) is a
structured set of learning outcomes or tasks that educators usually call goals and
objectives. Curriculum is the “what” of teaching.
Howell and Evans (1995) says that knowledge of the curriculum is for successful
assessment, evaluation, decision making and teaching.

Significance brings the content to the degree to which it contributes the basic
ideas, concepts, principles and generalizations and to the development of particular
learning abilities, skills, processes and attitudes.
Validity refers to the degree to the degree of authenticity of the content selected
and to the congruence of the content in the light of the objectives selected.
Interest is the degree to which the content either caters or fosters particular
interests in the students.
Learnability is the appropriateness of the content in the light of the particular

students who are to experience the curriculum.
Feasibility refers to the question, “Can the selected content be taught in the time
allowed, considering the resources, staff and particular community?
The other aspect of the curriculum described here are the objectives.
The objectives provide cue to what content should be included.
Curriculum objectives guide the learning outcomes to be achieved as well as the

activities to accomplish these objectives.
Each objective provides a condition, a performance and an extent of

performance. Objectives should meet the criteria of SMART.
Both the objectives and the contents are inputs to what it is defined as the
curriculum.
Instruction is the actual engagement of the learners of the planned learning

activities. It is the implementation of the curriculum plan.
Meaningful instruction can be achieved through the different learning

experiences provided.
Curriculum and Assessment
Curriculum is also related to assessment.
Assessment is the process of collecting information which describes student

achievement in relation to curriculum expectations.
There are four levels of achievement based on curriculum expectations.

Level 4- student has demonstrated all the required knowledge and skills and
achievement has exceeded the standard set. Level 3- student has demonstrated most of
the required knowledge and skills and achievement exceeded the standard set.
Level 2- student has demonstrated some of the required
Instruction and Assessment
Instruction refers to the various ways of teaching, teaching styles, approaches,

techniques and steps in delivering the curriculum. It is a complex activity that requires
teachers to use a variety of action to accomplish a variety of functions.
These factors may include the following:

1. Learner
2. Teacher
3. Learning environment
4. Subject matter
5. Method of teaching and learning
6. Measurement
CI
Curriculum Instruction
CA AI
Assessment
PHILIPPINES CURRICULUM DEVELOPMENT
INTRODUCTION
The education sector (along with other government agencies) has the task of
contributing to the achievement of national development goals espoused in the
country’s development plan. The general purpose and goals of education in the
Philippines have been cited in the national constitution. Section 3(2), Article XIV of the
Constitution states that:

All educational institutions shall inculcate patriotism and nationalism, foster love
of humanity, respect for human rights, appreciation of the role of national heroes in the
historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal discipline,
encourage critical and creative thinking, broaden scientific and technological
knowledge and promote vocational efficiency.
These goals have been translated into educational policies and further elaborated
as the basic (elementary and secondary) education framework.
Elementary and Secondary Education
The 1982 Education Act identifies the aims of both elementary and secondary
education. For elementary education, the aims are:
o to provide the knowledge and develop the skills, attitudes and values
essential to personal development and necessary for living in and
contributing to a developing and changing social milieu;
o to provide learning experiences which increase the child’s awareness of

and responsiveness to the changes in and just demands of society and to
prepare him/her for constructive and effective involvement;
o to promote and intensify the child’s knowledge of, identification with, and
love for the nation and the people to which he/she belongs; and
o to promote work experiences which develop the child’s orientation to the

world of work and creativity and prepare him/her to engage in honest
and gainful work.
The regional level basic education aims and objectives reflect those at the
national level, but are modified to suit local conditions and concerns. For secondary
education the aims are:
o the provision of general education that was started at the elementary
level; and
o the preparation of students for college and/or the world of work.
Curriculum Policies and Legislation
Curriculum policies are usually set forth by the Department of Education,

Culture and Sports through various orders, circulars, memoranda and bulletins. They
are aligned with national priorities and contribute to the achievement of development
goals. However, several laws passed by the national legislature specifically relate to the
school curriculum: Section 3(10), Article XIV of the Constitution mandates the study of

the Philippine Constitution; Section 6, Article XIV, designates Filipino as the language
of instruction; Section 19(2), Article XIV, states that: ‘All educational institutions
throughout the country shall undertake regular sports activities in co-operation with
athletic clubs and other sectors’. Republic Act No 4723 mandates music teaching in the
schools. The most recent curriculum-specific laws designate:
(a) lengthening of the school calendar from 185 to not less than 200 school days
per school year; and
(b) (b) integration of concepts on human rights, the environment, dangerous

drugs and computer education.
The Basic Education System
Basic education in the Philippines is free and compulsory at the elementary level
only. The basic education system in the Philippines is composed of six years of
elementary and four years of secondary education—a total of ten years. Compared to
many countries, this is a relatively short time period. Filipinos complete their basic
education at the age of 16 or 17 years. They then proceed to institutions of higher
learning to obtain a post-secondary vocational/technical institution degree or a
certificate. Table 1 provides a general overview of the country’s basic education
situation.
Elementary and secondary schools are either government-supported or

privately-funded. At the elementary level, the government schools constitute 92% of the

total; at the secondary level, their share is 60%. The school year in the Philippines begins
on the first Monday of June and ends on the last Friday of March. The school year for
the elementary and secondary levels consists of not less than 40 weeks or 200 days.
Class sessions are held Monday to Friday and the school year is divided into four
grading periods.
The education system is decentralized. The central/national office is engaged in

policy formulation; while the regional and the division offices are the implementing
bodies. Supervision of schools is accomplished at the regional and sub-regional levels.
THE CURRICULUM DEVELOPMENT PROCESS
Administrative Structures of Curriculum Development
Development of the basic education level curriculum is the responsibility of the

Central Office Bureau of Elementary and Secondary Education, Curriculum
Development Divisions. This bureau defines the learning competencies for the different
subject areas; conceptualizes the structure of the curriculum; formulates national
curricular policies. These functions are exercised in consultation with other agencies
and sectors of society (e.g. industry, socio-civic groups, teacher-training institutions,
professional organizations, school administrators, parents, students, etc.).
The subject offerings, credit points and time allotments for the different subject
areas are also determined at the national level. In this sense, a national curriculum exists
in the Philippines. However, while curriculum implementation guidelines are issued at
the national level, the actual implementation is left to school-teachers. They determine
the resources to be used; teaching and assessment strategies and other processes.
Furthermore, schools have the option to modify the national curriculum (e.g. content,
sequence and teaching strategies) in order to ensure that the curriculum responds to
local concerns.
Language of instruction
A bilingual policy is in use whereby both English and Filipino are instructional
mediums. At the elementary level, English language, science and health are taught in
English; while Filipino, civics and culture, good manners and right conduct
(GMRC/character education), home economics, livelihood education, music, art and
physical education are taught in Filipino. At the secondary level, English language,
science, mathematics, technology and home economics are taught in English; while
social studies, values education, physical education, health and music are taught in
Filipino.
Curriculum Design
The approach to curriculum design in the country is based on content topic and
competency. The Department of Education, Culture and Sports (DECS) prescribes

competencies for the subject areas in all the grade/year levels. The DECS Bureau of
Elementary and Secondary Education develop, publish and disseminate these learning
competencies to the field. Most of the subject/learning areas have a list of learning
competencies expected to be mastered by the children at the end of each grade/year
level and also at the end of elementary/secondary schooling.
Some subject/learning areas have a combination of both (i.e. learning

competencies under each content/topic). The curriculum is designed to be interpreted
by teachers and implemented with variations. Schools are encouraged to innovate and
enrich or adapt, as long as they have met the basic requirements of the curriculum. In
this context, the regional science high schools offer an enriched science and
mathematics programme whereby students take additional science and mathematics
subjects. In some private schools, English, science and mathematics subjects are taken in
lieu of values education; this is because subjects like religion, moral values and ethics
already have been incorporated. In addition, students are required to participate in co-
curricular activities. These are managed by students with the teacher as
facilitator/moderator (see Table 2).
Teaching Methods and Learning Activities
The curriculum plan (learning competencies) does not present teaching methods
and learning activities that teachers must follow in implementing the curriculum. The
guiding philosophy is that the creativity of teachers is stimulated by the option to plan
and use the appropriate teaching/learning activities independently. However, teacher’s
manuals or guides do incorporate higher-level content areas and suggestions for
teaching and assessing.
Learning Materials
Until 1987, the government directly managed and supervised the production and
distribution of textbooks and manuals through the Instructional Materials Development
Council (IMDC). However, this responsibility was transferred to private publishers
with the passage of the Book Publishing Industry Development Act (RA 8047). This Act
also provided for the adoption of multiple rather than single textbooks. Currently,
learning materials and textbooks developed by the private sector are submitted for
evaluation to the Instructional Materials Council Secretariat (IMCS)—an agency
attached to DECS. Approved textbooks are listed in a catalogue from which school-
teachers and principals select those that are to be purchased for their respective schools.
Other teaching/learning support materials available in the schools include
guides or manuals, teacher support/, workbooks for students, apparatus for science
and technology, and home economics, video and cassette tapes, educational computer
software, charts, maps and models.
All of these must also be submitted for evaluation at the national level before
they can be released for purchased for school level use.

Evaluation
At the national level, the National Educational Testing and Research Centre
(NETRC) have the task of administering the national achievement tests to students
leaving the education sector.
For grade VI this means administering the national elementary achievement test
and, for year IV, the national secondary assessment test. The tests cover five subject
areas and are based on the elementary and secondary level learning competencies. The
examinations are administered annually, towards the end of the school year. The results
provide the bases for policy formulation and educational reforms. At the regional and
division levels, diagnostic and achievement tests are administered to a sample group
depending on the availability of funds. No examination is required for admission to
public secondary schools.
The purposes of the school-based assessments are:

(a) to improve the teaching/learning process;
(b) to identify students’ strengths and weaknesses;
(c) to determine the students’ subject area performance and/or achievement
levels and;
(d) to report student progress to parents. Although there are four periods
annually at both elementary and secondary levels where students are examined
in each subject, formative and summative evaluation are undertaken regularly.
Paper and pencil tests are the most common forms of examination in the schools.
ISSUES AND CONCERNS IN CURRICULUM DEVELOPMENT

Issues and concerns abound in almost every aspect of the Philippine curriculum
development and implementation process and at every bureaucratic level. Several of
these are described below. Table 4 provides an overview of the curriculum decision-
making process.

DESIGN
In addition to the fact that the Philippines has one of the shortest time spans for
the completion of basic education, studies point to curriculum overcrowding. Every
day, learners must study and do homework in seven of the eight subject areas. When
combined with the learning competencies required for each grade/year level, this has
proven to be excessive.
Reports that science and mathematics content cannot be completed in one school
year
have confirmed this observation. In this context, a backlog occurs and a carry-over of
the previous year’s content and competencies to the following school year adversely
affects the teaching/learning process. Furthermore, the scope and sequencing of
education (from elementary to secondary level) have also been identified as design
defects. Here, content and skills gaps—as well as overlaps and duplications—have
emerged. While overlap and duplication further aggravate the curriculum overload, the
gaps have helped to produce elementary school graduates who are not entirely ready
for secondary school. Frequently, the inability to limit the number of core or basic
subjects has led to curriculum overload. The
national examinations are limited to the five subject areas of English, Filipino, science,
mathematics and social studies. Very few concepts are included from other subject
areas.
However, lobby pressure from professional groups to include or increase the

time allotments for other subjects has had an impact (i.e. subject area practitioners who
demand home economics teaching for both sexes, and an increased time allotment for
physical education) with the result that programming problems have occurred.
Implementation
For the nationwide implementation of the present school curriculum, there has
been massive training of schoolteachers and orientation of school heads and
supervisors.
However, the national-level training of trainers’ programme was watered down

at the regional and division levels and this affected the school implementation.
Another major concern is the availability of instructional materials—most of the

time there are none or, if available, they are inadequate. The instructional materials
deficit includes not only the students’ textbooks and teachers’ manuals, but also science
and vocational subject facilities, equipment/apparatus and supplementary
teaching/learning materials. Other barriers to effective curriculum implementation are
large classes, teacher availability (for the specialized secondary subject areas) and
quality of instructional supervision.

Follow-up
Three main concerns regarding the institutionalization of curriculum reforms are

the quality of local leadership, monitoring and evaluation, and sustainability. Local
leadership is critical to a smooth reform implementation. Since the local/field offices are
the implementing bodies, institutionalization of the reform is dependent on their
priorities and capabilities.
Unfortunately, curriculum improvement is often a low priority for local
education leaders. The result is curricular reform mis implementation; or
misinterpretation of guidelines and procedures. Monitoring and evaluation of
curriculum implementation are also key activities that are not effectively attended to.
For example, not all the elementary schools are visited because there are so many of
them. Also, the secondary schools are seldom visited because supervisors are unable to
provide technical assistance on specialized subject matter. While supervisors at the
regional level are subject specialists, those at the division level are mostly generalists.
Because most reforms are foreign-funded, post-funding sustainability is usually

a concern. Sustainability concerns encompass not only the financial aspects—rather
more frequently, it is the technical and management aspects that are problematic. In
most cases, the success of a reform depends on the quality and feasibility of the
proposals/plans for sustainability.
CURRICULAR REFORMS IN THE PHILIPPINES
Reform Rationale
The results of a comprehensive appraisal of the Philippines education system

revealed that a great deal was desired as far as the quality of education was concerned.
There was a need for students to develop higher critical, logical thinking skills;
communication skills, values development and/or general manual skills for higher
education or the world of work. It was also projected that, due to financial difficulties,
students would remain in the government schools and families would begin to move
away from the private schools to less expensive public schools. Therefore, the public-
school sector had to be prepared to accept anyone wishing to complete basic education.
The comprehensive appraisal reports became the basic reference documents for
improving the quality and efficiency of the education system, and enhancing its utility
in terms of access and equity. Finally, it was recognized that, unless greatly improved,
the system’s existing capacity would be unable to cope with the educational demands
generated by the escalating competitiveness of a growing technological society. Thus,
the curricular reforms were also undertaken in order to meet the constant new demands
being made on the system.

Reform Implementation
The reforms were implemented after project preparation was undertaken (with
the assistance of a foreign-funding organization). Two major initiatives were launched.
Both were geared towards improvements in education sector performance—during and
beyond the project cycle. New curricula, with mass training of teachers, were
components of the Program for Decentralized Education (PRODED) and the Secondary
Education Development Program (SEDP) which focused on the elementary and
secondary levels, respectively.
The PRODED was funded with a loan from the International Bank for
Reconstruction and Development (IBRD). The project aimed to introduce improvements
in,policy, management and other sectoral concerns in order to achieve greater efficiency
and effectiveness in the operation and administration of the elementary education
system. One of the sub-projects was curriculum development. The SEDP was premised
on the fact that the PRODED would bring about higher quality and an increased
secondary education student intake. After six years of implementation of the new
elementary education curriculum, the 1989 elementary school graduates became the
first students for the new secondary education
curriculum.
Outcomes
The reforms at the elementary and secondary levels have been implemented over
the last fifteen and nine years, respectively. Current indicators are that PRODED and
SEDP have indeed succeeded in improving the quality of basic education and in
making the sector more effective and efficient in the delivery of basic educational
services. As for outcomes related to the implementation and management of reform, the
PRODED and SEDP have meant added responsibilities and accountability for all those
involved—from policy makers to programme implementers and target beneficiaries.
Mechanisms and structures needed for the efficient implementation of the reforms have
been given priority. Competencies of those involved in curriculum development and
implementation are upgraded regularly, so that they may discharge their functions and
responsibilities more effectively. Lessons learned from the reform implementation are
providing useful baseline information for future reform and development programmes.
The curriculum is continuously undergoing refinement to ensure its relevance to

changing needs and demands. The ongoing basic education curriculum review has
provided for more in-depth indigenization/ localization of the curriculum and
integration of information technology or multimedia resources in the teaching/
learning process. Benchmarking has provided valuable and reliable data about school
and student performance. At this point in time, significant improvements in the
learners’ and schools’ performances have been recorded.

See Table 2 for an overview of curricula.
Future Prospects
In the context of international assessments, the educational performance of the

Philippines still needs a lot of improvement. The need for the curriculum to develop
students who are globally competitive is another factor with which the educational
sector will have to contend in the future.
PUBLIC SCHOOL CURRICULUM

Philippines Public School Curriculum Model
Pre-Assessment
DepEd – Department of Education

BEC – Basic Education Curriculum
NESC – New Elementary School Curriculum
NSEC – New Secondary Education Curriculum
PELC – Philippine Elementary Learning Curriculum
PSLC – Philippine Secondary Learning Curriculum
DECS – Department of Education, Culture & Sports
RBEC – Revised Basic Education Curriculum
THE PHILIPPINE BASIC EDUCATION CURRICULUM (BEC)
HISTORICAL BACKGROUND
Development of Philippine Education
Pre-Spanish Times
 Informal, unstructured, and devoid of methods.
 Children were provided more vocational training and less academics (3Rs) by their
parents and in the houses of tribal tutors.
Spanish System
 Education was religion-oriented. It was for the elite class only.
 Liberalized through the enactment of the Educational Decree of 1863 or the free public
education system in the Philippines; the first in Asia.
 Provided for the establishment of at least one primary school for boys and girls in each
town under the responsibility of the municipal government; and the establishment of a
normal school for male teachers under the supervision of the Jesuits.
 Primary instruction was free and available to every Filipino regardless of
ethnicity and socio-economist status
 Malolos Constitution – A system of free and compulsory elementary
education was established.

 Schurman Commission - An adequate secularized and improved free
public-school system
 Taft Commission – English as medium of instruction
 1901 Philippine Commission – installation of highly
centralized public-school system and more than 600 American
teachers were brought to the Philippines (Thomasites)
 Japanese Education - the teaching of Tagalog, Philippine History, and
Character Education was reserved for Filipinos.
 Love for work and dignity of labor was emphasized.
 Education during pre-Martial Law – The 2-2 plan which provided
common curriculum in the 1 and2nd years, vocational curricula was
st
implemented.
Education Under the New Society – Pres. Marcos formulated a 10-year

national education development program.
 In 1972, Department of Education became Department of Education

and Culture.
 1973 Constitution – Revised Secondary Education Program and set out
the 3 fundamental aims of Philippine Education:
1. Foster love of country;
2. Teach the duties of citizenship; and
3. Develop moral character, self-discipline, and scientific,
technological &
vocational efficiency.
 1978 DECS became Ministry of Education & Culture
 The Education Act of1982 or BP 232
 Provided for an integrated system of education covering for both formal
and non-formal education at all levels;
 Also created the Ministry of Education, Culture & Sports
 The researches, surveys and experimental studies which developed
the National Elementary School Curriculum (NESC) and the New
Secondary Education Curriculum (NSEC) .
 The Presidential Commission to Study Philippine Education 1970
(PCSPE)
 Survey of the Outcomes of Elementary Education 1975 (SOUTELE)
 ExperimentalElementary Education Program 1978 (EEEP)
National Elementary School
Curriculum (NESC)
 The first research-based curriculum in the country.

 Fewer learning areas, emphasis on mastery learning, more time allotment
for the basic skills.
 Development of the learning competenciesknown as
the
Minimum Learning Competencies (MLC)
 The mastery of learning was emphasized wherein it is expected that

the students will acquire the 75% mastery of the listed competenciesor 7
out of 10 questions in the formative test.
New Secondary Education Curriculum (NSEC)
 To improve performance in science, math and communication

 Focus on process, values development, productivity and technology
 The NSEC included the followinglearning areas to be taught for 400
minutes daily from First Year to Fourth Year:
Values Education
Araling Panlipunan
Filipino
Science and Technology
English
Physical Education, Health and Music
Mathematics
Technology and Home Economics
New Secondary Education Curriculum (NSEC)
 To improve performance in science, math and communication. Focus on process,

values development, productivity and technology.
 The NSEC included the following learning areas to be taught for 400 minutes
daily from First Year to Fourth Year:
Values Education
Filipino
English
Mathematics
Araling Panlipunan
Science and Technology
Physical Education, Health and Music
Technology and Home Economics
Studies/Researches Findings/Recommendation

National Elementary Achievement Test Grade VI students were able to answer
(NEAT) correctly less than 50% of questions asked
in Science, Mathematics and English.
National and Secondary Assessment Test A mean percentage score of only 50% was
(NSAT) achieved.
Committee on Information Technology, An “overcrowded curriculum” especially
Science, Mathematics, Education & other in Grade I-III resulted in poor
Technology performance of pupils in the elementary
grades. Students needed longer time in
Science and Mathematics.
Aurora Roldan, “Present Realities in Our students are deficient in reading
Reading Education” ability. They have not developed the
higher order thinking skills even at Grade
V. There is the danger of reverting to
illiteracy if the students dropped out
before completing Grade VI.
Third International Mathematics & The Philippine ranked 39th out of 42
Science Study (TIMMS) countries which participated in the study.
Allan B. I. Bernardo, “The Learning In comparison with other countries, the
Process: The Neglected Phenomenon in Philippine “science syllabus contained
Science and Mathematics Education more topics” suggesting that the
Reform in the Philippines” curriculum is still congested.
REVISED BASIC EDUCATION CURRICULUM
(BEC 2002)
BEC 2002/RBEC 2002

 According to then, Sec. of Education Raul Roco, the 2002 BEC was based on a 16-
year study (starting in 1986).
 Implementation of RBEC was based on Executive Order No. 46, which in turn
was based on recommendations of the Philippine Commission on Educational
Reforms (PCER), created on Dec. 7, 1998.
 “The restructuring of the curriculum is part of an ongoing effort to improve the
quality of learning. We are focusing on the basis of improving literacy and
numerical while inculcating values across learning areas to make it dynamic”.
(Raul Roco)
 The 2002 BEC is a restructuring not a sweeping change of the elementary and
secondary curricula (NESC & NSEC).
 The implementation of the 2002 BEC Basic Education Curriculum was
announced in DepEd Order No. 25 s. 2002, issued on June 17, 2002.
 The actual implementing guidelines were found in DepEd Order No. 43, s. 2002,
dated August 29, 2002.
 Less than a year later (of June 12, 2003), a new curriculum (the revised BEC) was
signed into law.

Rationale of 2002 BEC/RBEC 2002
The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), citedseveral

reasons why the basic education curriculum should be restructured.
 Aside from resultsof the evaluation of the NESC and NSEC,

foremost wasthe UNESCO Report on the Four Pillars of Education
which emphasize using the knowledge gained to improve oneself
and one’s relationship with fellow human beings along with the
development of functional literacy which involves the development of the
essential skills such as “linguistic fluency and scientific – numerical
competence.
 To further decongest the curriculum and to provide more contact time for the
tool subjects, the restructured curriculum emphasizes the enhanced
teaching of the four (4) core subjects Filipino, English, Mathematics and Science.
A fifth subject called Makabayan, which is envisioned to be a
“laboratory of life” or practice environment, integrated the other
non-tool subjects.
Features of 2002 BEC/RBEC

1. Greater emphasis on helping every learner become a successful reader.
2. Emphasis on interactive/collaborative learning approaches.

3. Emphasis on the use of integrative learning approaches.
4. Teaching of values in all learning areas.
5. Development of self-reliant and patriotic citizens.
6. Development of creative and critical thinking skills.
Curriculum Structure of 2002 BEC/RBEC
 The CORE SUBJECTS: Filipino; English; Math; Science (Science and

Health for Elem.); Science and Technology for Secondary
 The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE
and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for
holistic learning to develop a healthy personal and national self-identity”.
 Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No.
52, s,1987), the media of instruction shall be as follows:
o For Elementary Education:
o Filipino shall be used in the following areas:
o Filipino; Makabayan
o English shall be used in the following learning areas: English; Science;
Mathematics
Curriculum Structure of 2002 BEC/RBEC
For Secondary Education:
o English: Mathematics, Science and Technology, English, Technology and

Livelihood Education, Music, Arts, Physical Education and Health/CAT
o Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan,
Filipino
English Access varied information and creatively use them in spoken and
(Listening written forms; communicate fluently and accurately orally and in
speaking, writing, for a variety of purposes and different social and academic
reading, contexts at their level while carrying out activities on everyday life.
writing)
Science
Filipino Nagagamit ang Filipino samabisangpakikipagtalastasan (pasalita at
pasulat); nagpapamalas ng kahusayansapagsasaayos ng
iba’tibangimpormasyon at mensahengnarinig at nabasa para
sakapakinabangangpansarili at pangkapwa at
sapatuloynapagkatutoupangmakaangkopsamabilisnapagbabagong
nagaganapsadaigdig.

EdukasyongPa  Nagagamit ang sarilingkaalaman at saloobinsapagpapaunlad
ntahanan at ng sarili at pamilya
Pangkabuhayan  Nagagamit ang kaalaman, kasanayan at
(EPP) Grade (4- saloobinsapagpapaunlad ng pamayanan
6)
Mathematics Demonstrate understanding and skills in computing with
considerable speed and accuracy, estimating, communicating,
thinking analytically and critically and in solving problems in daily
life using appropriate technology
Makabayan  Sapatnakaalaman at
kamalayansamgapambansangpagkakakilanlan, kapaligiran
at pagpapaunlad ng kabuhayan, agham at teknolohiya
 Mapanuru at malikhaingpag-
iisiptungosamapanagutangpagpapasyasamgaisyu o
usapingkinakaharap
 Pagpapahalagasasining, musika, laro, sayaw at iba pang
bahagi ng kulturagayundinsapagiging Pilipino at
sakanyangmga Karapatan at
pananagutanbilangmamamayan
 Positibongsaloobinsapaggawaupangmakapamuhaynangpro
duktosaisangbansangmapayapa; at
 Kakayahangmakaagapaysamabilisnapagbabagongnagagana
psamundo
RBEC Time Allotment Secondary School Curriculum
Alloted Unit
Subjects
Time/Week Credit
English 300 min 1.5
Filipino 240 min 1.2
Mathematics 300 min 1.5
Science 400 min 1.8
MAKABAYAN
Social Studies 240 min 1.2
TLE (Technology & Livelihood Education) 240 min 1.2
MAPEH 240 min 1.2
Values Education 120 min 0.6
CAT 35 hrs/yr 0.3
RBEC Time Allotment Elementary School Curriculum

RBEC Secondary School Curriculum
2010 Secondary Education Curriculum

(UbD Model 2010)
Rationale of UbD Model 2010
As a matter of practice, the curriculum in the Philippines is revised

every ten years, but the rapid rate of change in education and the fast obsolescence of
knowledge necessitate a continual revisiting and updating of the
curriculum to make it responsive to emerging changes in the needs of the
learner and the society. Aside from the issue of relevance, the refinement of the
secondary education curriculum was guided by the need, as articulated in the
Education Plan 2015, to streamline its content in order to improve student mastery
and contribute to the attainment of functional literacy. This became the primary
consideration in the design of the curriculum and the formulation of
standards and the essential understandings from which the content of the curriculum
was derived.

 The refinement of the curriculum followed the Understanding by
Design (UbD) model developed by Jay Mctighe and Grant
Wiggins.
 DepEd considered this as a new hope for our educational
system because it attains mastery of the subject area in the
secondary education
What is Understanding by Design (UbD) Model?
 Understanding by Design (UbD) is a curriculum framework, i.e., it is

a way of looking at a curriculum. It offers a three-stage, backward
process to curriculum design, hence, it is also known as the
“Backward Design Curriculum.”
 Some educators contest that “it is not a curriculum by itself, so

technically, to say 'UbD curriculum' is wrong; instead we can
say 'UbD-ized curriculum' (that is, a curriculum which is designed
using the UbD process).”
 This implored us to think about the outcomes, goals, and objectives we

had for student learning first and then plan instruction and develop
curriculum to close the gap between what the students already know
and what they need to know.
 The main tenet of the curriculum is understanding versus facts, in

which students must understand not just to memorize facts.
3 Stages of UbD Model
Graphic representation of the stages in the backward curriculum design process
Stage 1. It is the identification of achievable goals for students.

Stage 2. It provides a personalized approach to develop diverse learners to its maximum. It
recognizes and nurture all varied human intelligences that students could make sense on any
subject area.
Stage 3. It is achieved by following this sequence: EXPLORE – FIRM-UP – DEEPEN –
TRANSFER.

K-12 BASIC EDUCATION CURRICULUM
Naninindigan pa rin po tayosaipinangakonatingpagbabagosaedukasyon: ang

gawinitongsentralnaestratehiyasapamumuhunansapinakamahalaganatingyaman: ang
mamamayang Pilipino. Sa K to 12, tiwalatayongmabibigyang-lakassi
Juan dela Cruz upangmapaunlad—hindilamang ang kanyangsarili at pamilya—kundimaging
ang buongbansa.
– PangulongBenigno S. Aquino
III
We are embarking on what is arguably the most comprehensive basic education

reform initiative ever done in the country since the establishment of the public education
system more than a century ago. The challenges are great and the task is daunting, but I am
confident that through all of you, the brave and selfless men and women who have taken up
the noble vocation of teaching, there is nothing we cannot accomplish together… The impetus
for meaningful education reform is clear: the realities of our modern world require a different
kind of Filipino. The Filipino must be a lifelong learner. The Filipino must be holistically
developed. The Filipino must be globally-oriented and locally-grounded.
Ang Bagong Pilipino – higitsapagigingmaka-tao, makaDiyos, maka-bayan, at maka-

kalikasan—ay kailanganmagtaglay ng kasanayan at pananawnaangkopsa 21stCentury. Ito po
ang layunin ng K to 12 Program, namabigyan ng sapat at
pantaynapagkakataontungosaisangdisente at marangalnabuhay ang bawat Pilipino.
-Bro. Armin A. Luistro, DepEd Secretary
K–12 Basic Education Curriculum
The Philippines is committed to achieving its Education for All (EFA) goals
not only for the development of each Filipino, but also for the overall social and
economic progress of the country. Part of the Philippine Education for All Plan of
Action 2015, is Critical Task No. 5, “the expansion of basic education, targeting that
by 2015, the Philippines has lengthened its cycle of basic education schooling
to make it twelve years.”

K–12 Meaning
K to 12 means Kindergarten and the 12 years of elementary

and secondary education. Kindergarten refers to the five-year old cohort that
takes a standardized kindergarten curriculum. Elementary education refers to
primary schooling that involves six years of education (Grades 1 to 6).
Secondary education refers to four years of junior high school (Grades 7 to 10)
and two years of senior high school (Grades 11 to 12).
Figure shows the

distribution of 12 years in the Enhanced Basic Education Cycle of the country. Schooling will commence at
Kindergarten (K), then the primary education (Grades 1-6), then the junior high school (Grades 7-10), and senior
high school (Grades 11&12)
K-12 Vision
Filipino graduates are envisioned:
 Possess sufficient mastery of basic competencies (e.g., literacy, numeracy,

problem solving, etc.) to develop themselves to the fullest;
 Be emotionally developed and competent to live a meaningfullife; Be
socially aware, pro-active, and involved in public and civic affairs
and contribute to the development of a progressive, just and
humane society;
 Be adequately prepared for the world of work or entrepreneurship
or higher education;
 Be legally employable; and Be globally competitive.
In addition, they are characterized graduates who:
 Possess healthy mind and body;

 Have a solid moral and spiritual grounding;
 Appreciate and carefor humanity, the world, and
environment; and
 Are proud to be a Filipino
K-12 SIGNIFICANT CHANGES
2002 BEC 2010 SEC (UbD Model) K-12

Aims for holistic
Aim for functional literacy development and acquisition
of 21st Century Skills
Focuses on the development Focuses on setting of learning
of reading skills and values standards and teaching for
of self-reliance and understanding. It provides a
patriotism; personalized approach using
special curricular programs.
Also puts emphasis  Provides a Considers every aspect of
interactive learning personalized development of the learners
approaches and integrative approach using so that graduates will be
teaching approaches which special curricular holistically developed,
integrate competencies and programs. equipped with 21st century
values within the learning  Likewise develops skills and prepared for
arteas. readiness and passion employment,
for work and lifelong entrepreneurship, middle
learning. level skills or higher
 Moreover, it takes education.
into consideration the
various contexts and
support systems
surrounding the
Filipino learners.
K-12 Comparison to Old Curriculum

K-12 Salient Features
o It focuses on the holistic developmentof the learner.
o It is outcome-based as it prepares learners for:
1. Higher education
2. Middle level skills
3. Employment, and
4. Entrepreneurship
o It is anchored on the principles of:
1. Inclusive education,
2. Learners’ growth and development,
3. Teaching and learning, and
4. Assessment
K-12 Significant Changes in the Education Structure

o Previously, preschool was not compulsory, that is, pupils could enroll in Grade 1 with or
without having gone through preschool. Under K to 12 and with the Kindergarten Act,
preschool education for five-year-old children becomes mandatory before entering
elementary school.
o There will be the same six years of elementary education, but students entering
secondary level will begin their junior high school as Grade 7. Junior High School is for
four years (Grades 7 to 10) and Senior High School (SHS) is for two years (Grades 11 to
12).
o The additional two years of SHS would mean that high school graduates are better
prepared for whatever path they will choose, and they are of legal age (18 years old) to
be lawfully employed.
K- 12 Mother Tongue
Twelve major language shall be offered as a learning area and utilized as language of
instruction starting school year 2012-2013. They are as follows:
 Tagalog

 Kapampangan
 Pangasinense
 Iloko
 Bikol
 Cebuano
 Hiligaynon
 Waray
 Bahasa-sug
 Maguindanaoan
 Meranao
 Chabacano
K-12 Key Changes in the Elementary Curriculum

The mother tongue or the child’s first language will be used as the primary medium of
instruction from preschool until at least Grade 3. The mother tongue will be the main vehicle to
teach understanding and mastery of all subjects such as mathematics, science, Araling
Panlipunan, Edukasyon sa Pagpapakatao, Music, Arts, Physical Education and Health
(MAPEH), Filipino and English. Mother tongue as a subject and as a language of teaching will
be introduced in Grade 2. Oral and written Filipino are introduced in the first semester and oral
English in the second semester.
Time Allotment per Learning Area
K-12 Curriculum
2002 BEC
Learning Areas (minutes per
(minutes per day)
day)
English 60-90 30-50
Filipino 60-70 30-50
MT (G1 – G3) None 50
Mathematics 60-70 50
Science (G3 -G6) 40-60 50
Araling Panlipunan 40-60 40
Edukasyon sa Pagpapakatao 20-30 30
Music, Arts, PE & Health 40 40
EdukasyongPangtahanan at Pangkabuhayan (G4 – G6) 40 50
K-12 Mother Tongue

Medium of Instruction per Grade Level
Learning Areas
G1 G2 G3 G4 G5 G6
Language Arts
- Filipino Filipino
- English English
- Mother Tongue Mother Tongue
Science MT English
Mathematics Mother Tongue English
Araling Panlipunan
Mother Tongue Filipino
(AP)
EdukasyongPantahanan
at Pangkabuhayan Filipino English
(EPP)
MAPEH Mother Tongue Filipino
Edukasyon sa
Mother Tongue Filipino
Pagpapakatao
Medium of Instruction at the Elementary Level

K-12 Time Allotment per Learning Area
o Aside from scope and content of the curriculum, time allotted to the study of each
learning area was also adjusted under the K to 12 education programs. Time allotment
per subject is the minimum period for class interaction.
o At the elementary level, the daily time allotment for English and Filipino subjects has
been reduced while additional time is given to the new learning area under language,
which is Mother Tongue. The time allotment for Mathematics and Araling Panlipunan
was also decreased. On the other hand, more time was added to
EdukasyongPantahanan at Pangkabuhayan. This reduction does not mean less time for
study as K to 12 allowas learning time to be extended to off-school learning experiences
at home or in the community. The pupils are expected to produce an output or perform
tasks that will be credited to them.
K-12 Key Changes in the Secondary Education
o Secondary education is undergoing significant changes under the K-12 Education

Program. These changes are in structure, curriculum, and assessment.
o Structure: With the K to 12 curriculum, secondary education consists of four years of
Junior High School, Grades 7 to 10, and two years of senior high school, Grades 11 to 12.

K to 12 Secondary Education Structure
K-12 Key Changes in the Secondary Education
Comparison of the 2010 SEC and the K to 12 Secondary Education
Curriculum:
o In the SEC 2010, Science and Mathematics are taught using the discipline-based
approach. All subjects are taught following the three stages of Understanding by Design
(UbD) identifying desired results, determining acceptable evidence, and planning
instruction.
o On the other hand, the K to 12 curriculum follows the spiral approach wherein learning
is a process of building upon previously learned knowledge. Through this, students are
able to master the desired competencies by revisiting the subject several times and
relating new knowledge or skills with the previous one. Moreover, students progress in
their learning as it entails going from simple to more complex knowledge or skills.
o In the K to 12 Education Program, the spiral progression approach will be used in
teaching Science, Mathematics, Araling Panlipunan, MAPEH and Edukasyon sa
Pagpapakatao.
Assessment:
o The National Achievement Test (NAT) taken by second year students will be replaced
by end-of-Grade 10 Examination. It envisioned that the end-of-Grade 12 Examination is
the exit examination of the secondary level and at the same time the entrance
examination for college.
K-12 Time Allotment in Secondary Level
o Comparing the time allotment per subject in the previous secondary education
curriculum and the K to 12 curriculum, one sees a reduction of time particularly in
English, Mathematics and Science. However, when the time allotment allotted to these
subjects in Junior High School is combined with those provided in the SHS, it will be
seen that there is actually an increase in time allocation. As part of the process of
decongesting the curriculum, the K to 12 reform spreads out the learning time over the
six years of secondary education.

Time Allotment in Secondary Level
Learning Areas 2002 BEC K -12

(hours per week) (hours per week)
English 5 4
Filipino 4 4
Mathematics 5 4
Science 6 4
Araling Panlipunan 4 3
Edukasyon sa Pagpapakatao 2-3 2
MAKABAYAN
MAPEH 4 4
TLE 4 4
Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12
Curriculum
Learning Areas
The learning areas of the K to 12 curriculum cut across the grade levels from Grade 1 to
Grade 12.
 Languages: Mother Tongue, Filipino, and English
 Arts and Humanities: Music, Arts, Physical Education and Health (MAPEH),
Edukasyon sa Pagpapahalaga, Araling Panlipunan
 Science and Mathematics
 Technology and Livelihood Education
Co-curricular programs and community involvement programs are an extension of the
core subject areas and the teaching and learning process. They are an integral part of the
school curriculum that enhances the holistic development of the learner. The co-
curricular programs in a large sense also serve as a laboratory of life where what is
learned in the classroom context can be applied in practical terms yet can be used as
further teaching opportunity.

FINAL EXAMINATION
PROFED03 – Curriculum Development
Name: ___________________________________ Date:

__________________
Section: ______________________________ Score: ________________
GENERAL DIRECTIONS. Read and analyze the following statements or questions

carefully. Choose the letter of the correct answer and write it on the space provided
before each number. Erasure means wrong.
1. Which is NOT a provision for the development of each learner in a good curriculum?
a. Extensive arrangements are made for the educational diagnosis of individual learners.
b. Self-directed, independent study is encouraged wherever possible and advisable.
c. Self-motivation and self-evaluation are stimulated and emphasized throughout the
learning opportunities of the school.
d. The program provides a wide range of opportunities for individuals with same abilities,
needs and interests.
2. Teacher Lily would like to take part in developing a subject-centered curriculum because
she believes that all subjects in this type of curriculum are geared towards the holistic
development of the learner. Is her belief about the subject-centered curriculum true?
a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and
abilities.
b. No, because it is the experience-centered curriculum that emphasizes the teaching of
facts and knowledge for future use.
c. Yes, because the subject-centered curriculum involves cooperative control.
d. No, because it is the experience centered and not the subject-centered curriculum that
emphasizes integration of habits and skills in learning the knowledge component of
subject areas.

3. In the elementary level, English literature and Social studies relate well. While history is
being studied, different literary pieces during the historical period is being studied as well.
What curriculum design is shown here?
a. Separate subject design c. Discipline design
b. Correlation design d. Broad field design
4. This phase of curriculum development involves decisions, among other things, on grade
placement and sequencing of content. Which phase is this?
a. Curriculum planning c. Curriculum organization
b. Curriculum evaluation d. Curriculum implementation
5. One example of this design of subject-centered curriculum is that which shows social
studies being combined with geography, civics, culture and history to comprises subject
area. Which design is this?
a. Correlated c. Separate Subject
b. Broad-fields d. Core
6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related
concepts in Math. What pattern of organizing subjects did Ms. Ortiz consider?
a. Broad-field c. Core
b. Correlated d. Separate Subject
7. Which design is easy to deliver because complementary books and materials are
commercially available?
a. Experience-centered design c. Process design
b. Problem design d. Subject-centered design
8. What refers to the matching between curriculum and test to be used to assess the learners?
a. Alignment c. Articulation
b. Auditing d. Delivery
9. Ms. Mateo, a History teacher considers the element of time in arranging content of her
lessons in World History. What way of establishing sequence is given emphasis by Ms.
Mateo?
a. Simple to complex c. Concrete to abstract
b. Part to whole d. Chronological
10. Mr. Rivera, a new teacher believes that education is a process of development and is life
itself; therefore, experience related to the child's need and interest should be given primary
consideration. What educational philosophy is being exhibited by Mr. Rivera?
a. Idealism c. Progressivism
b. Reconstructionism d. Realism
11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member
of the school board has one of the following primary roles.
a. Support and participate in parent-school organization activities
b. Authorize school expenditures for curriculum development, implementation and
evaluation
c. Enact legislation to effect curriculum improvement
d. Recommend changes in curriculum
12. The schools in the first District plan to adopt the reading program used in the third
district. What level of curriculum improvement is used?
a. Variation c. Substitution
b. Value orientation d.Restructuring

13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the
curriculum content, it is better that throughout the high school years, economic geography
concepts be used to recur and be repeated with depth for effective learning. What criterion in
content selection is shown here?
a. Validity c. Significance
b. Continuity d. Learnability
14. The Filipino learners envisioned by the Department of Education (DepEd) in the light of
K-12 Curriculum is_________________.
a. Technologically literate or logistically developed Filipino
b. Functionally literate or logistically developed Filipino
c. Scientifically Advanced and Values Oriented Filipino
d. National Oriented and Internationally Competitive Filipinos
15. Teacher Dominguito believes that a new respect for the child is fundamental in
curriculum. Thus, all activities in the classroom are geared towards the development of the
child - the center of the educative process. To which approach in curriculum does Teacher
Dominguito adhere?
a. Learner-centered c. Problem-centered
b. Subject-centered d. Pragmatic
16. Mrs. Manuel, the Principal of Bagong Barrio Elementary School invited the Brgy. Captain
in the school to solicit inputs for a new curriculum in Social Science that highlights
indigenous knowledge in the community. What is shown in this situation?
a. Community members as supporters of curriculum
b. Community members as curriculum resources
c. Community members as managers of curriculum
d. Community members as beneficiaries of curriculum
17. Teacher Bert puts emphasis on the immediate felt interests and needs of his students and
not on the anticipated needs and interests. What type of curriculum does teacher Bert
adheres?
a. Subject-centered c. Experience-centered
b. Learner-centered d. Culture-based
18. What type of curriculum divides the school day into different periods such as language
arts, social studies, science and health, arithmetic, etc.?
a. Correlated c. Integrated
b. Broad-fields d. Separate Subject
19. Which curriculum design element is taking place when Eduardo, a Grade 10 student can
connect the lessons he learned in a subject area to a related content in another subject area?
a. Articulation c. Continuity
b. Balance d. Integration
20. The following curricular changes took place in what particular period? Restore Grade 7,
double-single session was abolished and more textbooks were written by Filipino authors.
a. American Period c. Japanese Occupation
b. Philippine Republic d. New Society
21. This concept includes the sub-processes of curriculum planning, organization,
implementation and evaluation. Which concept is this?
a. Curriculum development c. Curriculum management
b. Curriculum assessment d. Curriculum and instruction
22. If curriculum is the “means”, what is the “end”?
a. Strategies c. Technique

b. Instruction d. Approaches
23. The curriculum used during the period in Philippine history terminated the use of
English as a medium of instruction, what period is this?
a. American c. Commonwealth
b. Spanish d. Japanese
24. Which of the following statements about the concept of curriculum is NOT quite
acceptable?
a. It refers to all experiences that both the school and the teacher provide the students
with
b. It is the set of acquired knowledge, habits and skills
c. It consists of everything that goes within the school
d. It is a planned action for instruction
25. What process is being undertaken by curriculum developers when they enrich or modify
certain aspects of a particular program without changing its fundamental conceptions?
a. Curriculum improvement c. Curriculum design
b. Curriculum change d. Curriculum implementation
26. What design element establishes the vertical linkage from level to level to avoid glaring
gaps and wasteful overlaps?
a. Articulation c. Scope
b. Balance d. Sequence
27. What refers to the authenticity of the content selected by the curriculum developer?
a. Feasibility c. Significance
b. Learnability d. Validity
28. What do we call the allocation of content to a definite grade capable of learning?
a. Time allotment c. Grade level
b. Grade placement d. Maturity level
29. Which pattern of experience-centered curriculum centers on the normal activities of
children and is based on each child’s needs, interests and potentials?
a. Child-centered c. Social function
b. Activity d. Specific competencies
30. Which curriculum development phase focuses on the change that will take place in
certain aspects of the curriculum without changing the fundamental conceptions?
a. Curriculum planning c. Curriculum improvement
b. Curriculum design d. Curriculum evaluation
31. Which is not a component of curriculum designing?
a. Objective c. Learning experiences
b. Learning content d. Diagnosis of needs
32. Which type of curriculum design serves as a response to society's demand for integration
of knowledge and enables the learner to see relationship among various aspects?
a. Broad-field c. Core
b. Correlated d. Separate subjects
33. Who controls the subject centered-curriculum?
a. Learner c. Parent
b. Teacher d. School Head
34. To provide individual differences in the classroom, how is curriculum designed?
a. Minimum learning competencies are included
b. Realistic and meaningful experiences are provided
c. Some degree of flexibility is provided

d. Social skills are emphasized
35. To ensure success in curriculum development, which of the following specific actions
should a curriculum leader avoid?
a. Work with people over them
b. Use your status frequently to establish discipline
c. Keep channels of communication open
d. Show that you too desire to improve
36. Which of the following is a reason for the continuous appraisal of the existing curriculum
in all levels?
a. New national policies in government c. Economic status of the people
b. Changing needs and condition of society d. Political trust of the country
37. Which of the following best defines curriculum development?
a. The total mental phenomena directly received at any given time
b. The planning of learning opportunities intended to bring about certain desired changes
in pupils and the assessment of the extent to which these changes have taken place
c. A continuous cycle of activities in which all elements of curriculum are considered
d. Education is aiding each child to be socially creative individuals
38. To build a sense of pride among Filipino youth, which should be done in the curriculum?
a. Re-study our history and stress on our achievements as a people
b. Re-study our history from the perspective of our colonizer
c. Replace the study of folklore and myths with technical subjects
d. Set aside the study of local history
39. What do you call the curriculum when the teacher puts into action all the different
planned activities in the classroom?
a. Recommended Curriculum c. Taught Curriculum
b. Written Curriculum d. Supported Curriculum
40. Which statement about the subject-centered curriculum is NOT true?
a. There is a high level of cooperative interaction
b. It covers much content in a short period of time
c. The teacher has full control of the classroom activities
d. The main task is mastery of learning
41. Schools divide the school hours to different subjects such as reading, grammar, literature,
math, science, history and geography. What curriculum design is referred here?
a. Problem-centered c. Subject-centered
b. Learner-centered d. Culture-based
42. Which is NOT a description of the learner-centered curriculum?
a. Emphasis is on the total growth and development of the learners
b. Controlled and cooperatively directed by learners, teachers and parents
c. Education is a means to develop social creative individual
d. Emphasis upon facts and knowledge for future use
43. The K-12 curriculum is otherwise called as_______________.
a. 2002 Basic Education Curriculum c. Enhanced Basic Education Curriculum
b. Revitalized Basic Education Curriculum d. Extended Basic Education Curriculum
44. What refers to an individual or group of individuals who have a direct and indirect
influence in curriculum development?
a. Stockholders c. Promoters
b. Stakeholders d. Incorporators

45. What refers to the appropriateness of the content in the light of the particular students
who are to experience the curriculum?
a. Significance c. Interest
b. Validity d. Learnability
46. Which of the following statements is NOT acceptable?
a. Instruction is the actual engagement of learners in the planned learning activities.
b. Curriculum determines what assessment should be done, and how to do it.
c. Instruction requires teachers to use a variety of action to accomplish a variety of
functions.
d. Assessment establishes what is to be accomplished in teaching and learning.
47. Which characteristic of a good curriculum highlights the psychological nature of the
learner?
a. Provisions are made for the smooth transition and continuing achievement of pupils.
b. Curriculum plans in areas which extend over several years are developed vertically.
c. Classroom practices give attention to the maturity and learning problems of each pupil.
d. Cooperative planning and teaching provide for exchange of information about pupil's
learning experiences.
48. Objectives must be evaluated in the light of practical considerations, including teacher
competence, availability of instructional materials, time allotment, etc. What characteristic of
educational objective is defined by the aforementioned statement?
a. Comprehension c. Consistency
b. Attainability d. Feasibility
49. “Knowledge is true if it is workable”. What philosophical foundation supports this
statement?
a. Idealism c. Pragmatism
b. Realism d. Essentialism
50. As a member of the curriculum committee, your chief concern is to give the child freedom
to choose what to learn and believe, as you allow them to set their own identities and
standards. What philosophy will you consider?
a. Existentialism c. Idealism
b. Realism d. Pragmatism
51. It has reference to what teachers do in planning, implementing and evaluating
instruction.
a. Teaching c. Teaching strategies
b. Curriculum d. Instruction
52. The orderly process directing learners to develop their skills and habits so that they will
be assisted in acquiring knowledge and attitudes.
a. Instructional Media c. Teaching Techniques
b. Instructional Method d. Instructional System
53. Facial Expression, writing on the board, and oral expression of the teacher is an example
of_________________.
a. Teaching Behavior c. Instruction
b. Technical Skills of teachers d. Instructional System
54. Learning to draw, drive a car, play tennis, cook and type a poem often taught
in is an example of_________________.
a. Cognitive Learning c. Verbal Learning
b. Motor Skill Learning d. Social Learning

55. Responding to telephone calls, writing one’s name, reading a book orally is
an example_________.
a. Cognitive Learning c. Verbal Learning
b. Motor skill learning d. Serial Learning
56. A process wherein the pupil’s attention and interest are aroused and directed to a definite
purpose.
a. Learning c. Method
b. Motivation d. Principle
57. Contains a statement of results to be accomplished and specific means by which these
results are to be attained under direction and guidance.
a. Method c. Technique
b. Lesson Plan d. Principle
58. Could be the means of developing good study habits and independence in
work as well as preparing the pupils for the job to be done
a. Review c. Assignment
b. Drill d. Recitation
59. The act of repeating from memory the reciting of a lesson and often described
as a session lesson hearing
a. Review c. Assignment
b. Recitation d. Drill
60. A teaching procedure dealing with first-hand experiences pertaining to
material obtained from experimentation
a. Demonstration Method c. Discovery Method
b. Laboratory Method d. Deductive Method
61. Starts with generalization and principles or from general to particular
a. Inductive Method c. Classical Method
b. Deductive Method d. Problem Method
62. Students enact situations that arise in daily living, where values may be
clarified, insights are developed and decision-making is practiced
a. Simulation Game c. Demonstration
b. Role Playing d. Inquiry Process
63. Encouraging students to search for and see relationships that are not obvious; also, it
stretches the intellect of students
a. Open-ended Questions c. Explanatory Questions
b. Recall Questions d. Descriptive Question
64. It is “control by enforcing obedience or orderly conduct or training that corrects and
strengthens?
a. Management c. Techniques
b. Discipline d. Strategies
65. When students are asked to respond to incomplete statements or questions
that are presented in oral/ written form
a. Open-ended Statement c. PAC Strategy
b. Close-procedure d. Structured Activity
66. These are all the experience which children have under the direction of a
school
a. Curriculum c. Learning
b. Instruction d. Socialization
67. The subjects mater, not the child is important in this type of curriculum

c. Correlated curriculum c. Experience curriculum
d. Subject-centered curriculum d. Fused curriculum
68. The child-instead of the subject-matter is important in this kind of curriculum
a. Correlated curriculum c. Experience curriculum
b. Core curriculum d. Fused curriculum
69. It is a unified curriculum where subject matters from different subject field
are treated unitary of the same curriculum
a. Core curriculum c. Broad field curriculum
b. Integrated Curriculum d. Fused curriculum
70. Teacher’s initiative, imagination, puppet shows, play, reading and animated cartoons can
be examples of enriching the curriculum under these resources
a. Specializing Resources c. Human Resources
b. Creative Resources d. Reading Resources
71. A curriculum considered basics for all students, that all must get them
a. Broad field curriculum c. Integrated Curriculum
b. Core curriculum d. Experience Curriculum
72. The whole body of experience utilized by the school to attain the aims of education
a. Psychology c. Socialization
b. Curriculum d. Methods
73. Formal education starts when the child
a. begins to talk c. first enters school
b. reaches the age of six years old d. begins to be inquisitive
74. That aspect of curriculum that has to do with the preservation of the best in our culture,
customs and traditions has been borrowed from
a. Sociology c. Psychology
b. Sociometry d. Ethics
75. The curriculum must take into consideration the
a. aim of education c. motives and incentives
b. learning process d. instincts
76. The curriculum is
a. all-embracing c. all power
b. encompassing d. selective
77. In the traditional school, the focus of attention was on the
a. child c. method
b. subject matter d. book
78. Curriculum objects are formulated in the light of us
a. past history c. experience as a nation
b. educational policy and philosophy d. needs in school
79. Which of the following questions encourages reflective thinking?
a. What are the parts of a complete flower?
b. What do we use to observe matter?
c. In what ways can help his community
d. Why are machine-made goods cheaper than those made by hands?
80. The success of the pupils in formulating generalization greatly depends on:
a. the interest of the pupils c. the subject matter
b. the devices used d. the teacher’s skillful questioning
81. In the inquiry method, the initiation phase calls for the teacher to set the stage for:
a. finding solutions to problem c. gathering data

b. raising of problems d. formulating generalization
82. Method is dependent upon:
a. classroom techniques c. theoretical assumptions
b. teacher’s expectation d. available textbooks
83. To lead the students to the desired behavior, method must be implemented
through:
a. selected technique c. the discussion of the teacher
b. the curriculum d. careful observation
84. Which is not true regarding the project method?
a. Many worthwhile projects are impossible because of the materials needed
b. The project method should be used occasionally but not regularly
c. The pupil or the class should carry the chief responsibility of planning the project
d. The project method is adaptable to all units in the curriculum
85. The laboratory method is also called:
a. the research methods c. the development method
b. the deductive method d. the problem method
86. In the unit method, actual learning takes place in:
a. orienting the pupils c. summarizing the unit
b. collecting, discovering and recording data d. organizing the unit or study
87. A statement of objectives, learning experience and the means of attaining results of
teaching is called
c. procedure c. outcomes
d. lesson plan d. strategy
88. Teaching aids which the teacher uses to make learning meaningful,
productive and interesting is known as:
a. device c. method
b. technique d. learning continuum
89. Teaching method which proceeds from the details of a lesson towards the generalization
is called:
a. Inductive c. problem-solving
b. deductive d. debate
90. A teaching method which proceeds from a generalization, principle or rule is:
a. inductive c. project
b. deductive d. process
91. The recent approach in teaching Social Studies is called
a. discovery c. process
b. conceptual d. formal-education
92. A method of teaching which aptly applies to lessons needing experiments is called:
a. problem-solving c. observation
b. laboratory d. demonstration
93. What type of lesson is presented wherein the learner meets the learning
experience through understanding, analysis, and generalizations of facts presented?
a. review c. developmental
b. drill d. deductive
94. What lesson is presented when the teacher takes up the previous learning experiences of
the learners in a recognized pattern of presentation?
a. drill c. review
b. developmental d. discussion procedure

95. A lesson which aims to focalize skills to make them fixed to the point of mastery is
a. problem-type c. review
b. drill d. experimental
96. The law of exercise is aptly applied in a
a. review lesson c. drill lesson
b. assignment d. check-up
97. A type of review which presents the sum-total of all activities previously
presented
a. integrated c. daily
b. cumulative d. drill
98. What recent technique of teaching calls for acting out of a situation where the
participants aim to uncover a problem of great importance to the class?
a. panel c. role-playing
b. debate-form d. lecture-form
99. What technique of in-service training for teachers involves the identification and
solution of common problems by them, thru live-in sessions, conferences, and speeches
of consultants?
a. buzz session c. seminar
b. workshop d. professional meeting
100. The non-verbal symbols used to maximize learning are referred to as
a. Instructional devices c. Field trips
b. Classrooms techniques d. Educational media
101. Graphic material which are eye-catching and which use slogans and topics presented in
bold letterings and strong colors to serve as reminders of standards and / or important
events are called
a. poster c. projector
b. film strips d. objects
102. What contemporary aid to teaching utilizes carefully-planned materials where each step
of learning requires repetition and practice until such step is thoroughly learned?
a. programmed instruction c. Educational Television
b. Keypunching d. Educational hardware
103. Who advocated the Stimulus-Response theory of learning which involves the
association between a conditioned stimulus and a response thru the repeated
presentation of the stimulus?
a. Edward Thorndike c. Burrhus Skinner
b. Ivan Pavlov d. Wolfgang Kohler
104. What plan of promoting pupils is committed to encouraging the learners to progress
from grade to grade without needless repetition
a. non-graded scheme c. heterogeneous grouping
b. individualized d. acceleration
105. Differentiated assignments, tutorial and remedial work to would-be-failures are not
considered in the individualized Instruction Scheme
a. Yes c. Maybe
b. No d. Sometimes
106. A part of a daily lesson which serves as a carry-over for the next day of what has been
presented is the
a. review c. assignment or agreement
b. drill d. lesson proper

107. A good learning environment is one
a. free from distraction c. disturbing noise
b. aver decorated d. dilapidated
108. The proper handling of the physical condition and instructional materials in the
classroom to effect learning refers to
a. teaching method c. Discipline grouping
b. Classroom management d. Guidance-oriented
109. What refers to the process of directing immediate personal desires, interests or wishes
for the purpose of achieving an effective action?
a. discipline c. supervision
b. teaching d. management
110. What characteristics an effective type of discipline?
a. vital, sympathetic, humane c. inhibited
b. formal and strict d. imposed
111. Which of these is not a quality of a good teacher?
a. mastery of the subject matter c. aims to enrich himself thru teaching
b. broad background of liberal education d. understand the nature of the learners
112. Which of these is a good personal qualification of a teacher?
a. resourceful, creative and intelligent c. complaining, demanding and scornful
b. rich, capricious and luxurious d. materialistic
113. Which of these is included among the professional ethics for schoolteachers?
a. professional jealousy
b. integrity
c. engaging in business pre-judicial to his teaching duties
d. gossip mongering
114. What teaching method helps the learners draw generalization from a discipline with the
end in view of applying the same similar situations in the future?
a. discovery approach c. conceptual approach
b. process approach d. problem-solving approach
115. Which subjects is in the elementary and secondary school levels mostly concerned with
the study of societal problems and issues that are significant to the learners as member of
society?
a. Modern Mathematics c. Filipino
b. Social Studies d. Character Education
116. Which of these are considered with two essential dimension of science teaching?
a. observing and inferring c. reading and researching
b. seeing and observing d. knowledge and performance
117. Which of these is not a process in science teaching?
a. Measurement c. Controlling variables
b. Communication skill d. None of these
118. Of the process involve in the modern approach to science instruction, which one utilizes
the greatest number of scientific processes.
a. prediction c. inference
b. experimentation d. hypothesis
119. Give the main difference of these two objectives:
 “ to teach the importance of proper nutrition for good health “
 “ to give the importance of proper nutrition for good health”
a. The first objective is general while the second is specific.

b. The first objective is hard to do while the second is easy
c. The first objective needs a longer time while the second doesn’t
d. The first objective is teacher behavior while the second pupil behavior
120. Which of the objectives below show overt behavior?
a. To appreciate the value of democracy.
b. To understand the importance of a constitution
c. To recite he preamble of the constitution
d. To show love to one’s country
121. The basis by which content is outlined and institutional procedures are developed is the:
a. lesson plan c. objectives
b. basic text d. instructional materials
122. An objective MUST specify:
a. What the learner must do or say c. What projects are to be accomplished
b. What the teacher must do or say d. What the learner must understand
123. “Given ten photographs of biological cells, the pupils will be able to identify six of them
as plant or animal cells.” The underlined phrase is a:
a. terminal behavior c. condition for learning
b. standard or acceptable performance d. an accomplishment to be realized
124. “To make statement” as an objective in an English Lesson that is:
a. specific c. correct
b. vague d. none of the above
125. What is the most fitting condition of learning for this behavior: “to conclude that plants
need sunlight in order to live”?
a. with the must of materials c. after reading the book
b. given a set of pictures d. realistic
126. Which of the following is not a criterion of a well-formulated objective?
a. attainable c. interesting
b. observable d. realistic
127. Which task below is not in the psychomotor domain?
a. imitation c. manipulation
b. evaluation d. articulation
128. The growth of attitudes or values is in the:
a. cognitive domain c. affective domain
b. psychomotor domain d. behavioral domain
129. The domains of behavior do not come in isolation. This statement is:
a. True c. False
b. Acceptable d. Partly true
130. “Will a person do it freely without any type of coercion?” This is:
a. a cognitive question c. a psychomotor question
b. an affective question d. a behavioral question
131. “To develop appreciation of poetry” is a:
a. general aim c. nature aim
b. specific aim d. serious aim
132. Which aim below does not belong to the group?
a. To enumerate the uses of common garden tools
b. To express opinion politely
c. To explain the significance of the story
d. To identify the parts of a flower

133. Which objective below is not realistic?
a. To respect places of worship
b. To sing the national anthem correctly
c. To give the importance of cleanliness
d. To cite ways to show love one’s country
134. Which objective below is not specific?
a. To describe some of farming procedures c. To pay tax promptly
b. To define terms comprehensively d. To know the life cycle of a moth
135. What phrase below is a standard of performance?
a. Solve the problem correctly within 10 minutes
b. Identify and sketch the curve
c. With the use of a ruler
d. After several examples
136. A visible activity show:
a. overt behavior c. confident behavior
b. covert behavior d. artificial behavior
137. Which infinite below is not behavioral?
a. to describe c. to compare
b. to select d. to believe
138. Which objective below needs improvement
a. To prepare a seed box c. To plan a noon meal
b. To develop skill in embroidery d. To make an apron
139. Which of the following statements is correct?
a. Method is probably more important in college than in the elementary
b. Method is more important in the elementary than in high school or college
c. Method is more important in college than in high school
d. Method is less important than a lesson plan
140. What encourages the child to think, rationalize and make proper decisions?
a. Drill c. Memorization
b. Appreciation lesson d. Problem-oriented strategies
141. The following except one are the factors that determine the choice of a method. Which is
the exception?
a. nature of the learners c. educational background of the teacher
b. school equipment and facilities d. subject matter
142. How well a teacher tells a story depends on:
a. Techniques c. the method used
b. the plot d. classroom
143. Which of the following statements is correct?
a. Method is synonymous with technique c. Method can be standardized
b. A device is a teaching method d. There is no single best method
144. When a teacher reviews a lesson, she is utilizing the law of:
a. Readiness c. effect
b. exercise d. multiple response
145. In which situation is the law of readiness best applied?
a. The teacher gives the aims of the lessons to be taken up
b. The teacher announces he subject matter at the start of the period
c. The teacher waits or the children to be ready before teaching her lesson
d. The teacher presents a song, related to the lesson

146. Which of the glowing is not an aim in the inductive method?
a. To delay judgments until truth is given
b. To enable pupils discover important truths for themselves.
c. To help student/pupil to carry out an investigation by themselves independent of the
teacher
d. To make relationship of ideas clear to pupils
147. In the inductive method, what does the child do during the comparison and
“abstraction” step?
a. Recalls information and directs himself to the activities to be accomplished
b. Perceives the common element present in the cases given
c. Applies the principles learned to other problems or exercises
d. Draw conclusion in his own words
148. The deductive method uses the following steps:
a. statement of the problem, generalization, inference, verification
b. statement of the problem, inference, generalization, verification
c. inference, statement of the problem, generalization, verification
d. inference, statement of the problem, verification, generalization
149. In reality, the type of study method is:
a. an inductive procedure c. a traditional method
b. a deductive procedure d. a question and answer method
150. The Herbartian formal steps corresponds to the steps of:
a. the inductive method c. the deductive method
b. teaching an appropriate lesson d. the project method
150-200. Describe teaching as a profession and as a vocation. Cite instances, examples
or scenarios to support you claims.


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CURRICULUM DEVELOPMENT

Course Specification and Syllabus

INTENDED LEARNING OUTCOMES (ILOs)

A. Describe curriculum, its forms and elements and related terms.

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1. Research the following SUB-TOPICS and give an introduction or highlights

A. Concepts, Nature and Purposes of Curriculum

a) Types of Curriculum Operating in Schools

B. Elements and Components of Curriculum

C. Teaching-Learning Process and Curriculum Development

D. Curriculum Design Models

E. Designing and Principles of Curriculum Design

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F. Approaches to Curriculum Design

G. The Role of Technology in Delivering the Curriculum

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Teaching-Learning Strategies and Assessment Methods During the teaching-learning

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Ralph Tyler Model: Four Basic Principles

1. What educational purposes should the school seek

GRASSROOTS APPROACH OF HILDA TABA

PLAN – IMPLEMENT – EVALUATE

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1. Franklin Bobbit (1876-1956). Presented curriculum as a science. It prepares students to

COMPONENTS OF THE CURRICULUM

1. What is to be done? AIMS, GOAL and OBJECTIVES

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CRITERIA FOR THE SELECTION OF THE SUBJECT MATTER

HOW TO ORGANIZE CURRICULAR PLANS?

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EXAMPLES OF HOW STUDENTS LEARN

Learning by trial and error (Stimulus-response Theory)

OTHER MODES OF LEARNING

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CRAFTING THE CURRICULUM

What is our role?

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 Simple to complex learning

MAJOR PRINCIPLES FOR ORGANIZING CONTENTS

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“Everything is integrated and interconnected. Life is a series of emerging themes”.

“Too much or too little maybe disastrous”.

GUIDELINES IN CURRICULUM DESIGN

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SIX FEATURES OF THE CURRICULUM

ASSESSING THE CURRICULUM

Purpose of Curriculum Assessment

Curriculum Assessment is the process of collecting information for use in evaluation.

There are certain indicators to measure intended curriculum.

1. Are the objectives achievable within the learners’ developmental levels?

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To assess the implemented curriculum, the following questions can be addressed:

1. Are the learning activities congruent with the stated objectives?

To measure achieved curriculum the following questions should be addressed: