THE TEACHER AND THE SCHOOL CURRICULUM

Module 05. Unit IV. Implementing and Evaluating the Curriculum,

and Curriculum Innovation

I. INTENDED LEARNING OUTCOMES

1. Defined curriculum implementation.
2. Analysed change process in curriculum implementation.
3. Enumerated the categories of curriculum change.
4. Identified the role of stakeholders in curriculum implementation.
5. Acquired basic concepts of evaluating the curriculum.
6. Described some curriculum innovations.

II. LEARNING CONTENTS/SUBJECT MATTER

A. IMPLEMENTING THE CURRICULUM

This refers to putting into practice the written curriculum that has been designed in course
syllabi, curriculum guides based on the courses/subjects prescribed by the
CHED/ /TESDA/DepED.
Curriculum Workers in the Philippines
The group of people behind the curriculum implementation are those who are directly or
indirectly involved in implementing the curriculum from the local to national levels.
1. Teachers develop instructional learning plans such unit plan, weekly, daily lesson plan
or syllabi for the each subject they teach.
2. Principals. the chief academic and administrative officer of the school. They provide
curricular and instructional leadership and supervision to teachers and school personnel.
They check lesson plans, prepares school calendar, school reports and work with the
parents and community leaders to win their support to any school activities and projects
3. Curriculum Implementation Division Chief. Ensures full implementation of the articulated
basic education curriculum (kindergarten, elementary, secondary & ALS), its
localization/indigenization and increases access to quality and varied learning resources
towards improvement in the quality of learning outcomes.
4. Education Supervisors. They are assigned to specific subject areas in basic education
based on their specialization.
5. Division Superintendents. The chief academic officer of each division, they are
responsible and accountable in the total operation of the schools under their jurisdiction.
6. Education Program Specialist. Works at the national level or the central offices of the
CHED and DepEd.
7. Technical Panel and Technical Committees. They are professors and individual experts
from different disciplines and fields who assist the CHED in developing curriculum,
formulating curriculum polices, and evaluating the compliance of higher education
 institutions to the CHED program standards.
8. Curriculum Consultants. They are professional experts in curriculum development and
studies.

Things to Consider in Implementing the Curriculum

1. Government Requirements. Meet the minimum requirements prescribed the
government. These are stipulated in CHED Orders or DepEd Order.
2. School Philosophy, Vision, and Mission and Core values
3. Learning Environment. Refers to the learning facilities, physical plant and facilities of
the school.
4. Needs and Demands of the Society
5. Needs of the Learners
6. Faculty Expertise
7. The Changing Nature of knowledge

Pilot Testing of the Curriculum. The first draft of the curriculum content is being tried out in
selected schools in the country before it is fully implemented to all schools nationwide.

Categories of Curriculum Change by McNeil (1990)

1. Substitution. The current curriculum will be replaced by a new one, usually, we call this
complete overhaul of the curriculum like the K to 12 Curriculum.

2. Alteration. There is minor change to the current curriculum.

3. Restructuring. Major change of modification in the school system, degree programs or
educational system like the K to 12 Program. From 10-Year Basic Education to 12 years,
and Kindergarten became part of the formal educational system.
4. Perturbations. These are changes because of disruptions, but teacher have to adjust to them
within a fairly short period of time. For example, Modular and On Line Distance Learning
Modalities because of the pandemic.
5. Value Orientation. Teachers are expected to give emphasis in the teaching-learning process
the school’s mission and core values. Hence, recruitment and hiring of teachers requires
proper orientation on the philosophy, vision, mission, goals, and core values of the school
including the hidden curriculum.

Three Elements of Curriculum Implementation

1. Developmental. All stakeholders are involved in the implementation, specially the

teachers and leaners. Orientation, training, seminars and workshops are needed before the
curriculum is implemented. There should be continuous reflection, feed backing, and
refinement to attain the desired learning outcomes of the curriculum.
2. Participatory. Success in curriculum implementation requires direct involvement of the
Stakeholders like school leaders, teachers, learners, parents, local government officials,
and curriculum specialists. Determination and commitment for the success of the
 curriculum implementation is enjoined.
3. Supportive Curriculum implementation is required in the process of change. Financial
support for the needed learning materials, supplies, equipment, and other learning
facilities like laboratories and books are deemed very important.

B. CURRICULUM EVALUATION

Purposes of Curriculum Evaluation

1. Essential in providing feedback to learners. Provides useful information in helping
the learners improve their performance and helps teachers identify the strength and
weaknesses of the learners.
2. Helpful in determining how well learners achieved the objectives of the curriculum.
3. To improve the curriculum.

Types of Curriculum Evaluation

1. Intended curriculum. It focuses on the evaluation of the PVMC of the school

2. Implemented curriculum. It refers to the evaluation of the learning experiences or
instruction.
3. Achieved curriculum. Emphasis is on the evaluation of the learning outcomes.

Curriculum Evaluation in the Classroom

Examples:
Test results: Formative test, summative test, Diagnostic test, battery test, IQ test,
personality test, NAT, & NCAE

Authentic Assessment: checklists, anecdotal records, interview guides, observation

guides, rating scales, rubrics, daily progress record

Curriculum Evaluation of the School of Program

Examples: Surveys, Focus-Group Discussion, Opinion Polls, Research, Results of National

Test, And Standard Evaluation Instrument

C. CURRICULUM INNOVATIONS
 This refers to the changes or modifications of curriculum to address the present needs and
demands of the society, and global arena.

1. Standard-Based Curriculum. Example is the K to 12 Curriculum Guide.

2. Spiral Curriculum. Continues and spring-like progression of curriculum contents.
Example is the K to 12 Program Curriculum.
3. Outcomes-Based Education. There are clear results that the students should be able to do
and demonstrate at the end of the course. This is the trend in higher education in the
Philippines. Intended Learning Outcomes are emphasized as to Institutional (College)
Learning Outcomes, Program (degree program) Learning Outcomes, and
Course (subject) Learning Outcomes.
4. Technology Integration in the Curriculum. Computer-aided learning facilities and other
Social media platforms are being used in instruction.
5. Differentiated Curriculum. It considers the individual learners’ unique characteristics,
learning styles, Multiples Intelligence, I.Q, cultural background, needs, and interest
in the teaching-learning process.
6. Gifted Education Curriculum. Advance curriculum and classes for the gifted learners is
provided by the government.
7. Multicultural Curriculum. Special curriculum and classes for multicultural learners in a
certain locality like Madrasah for Muslim learners in the Philippines.
9. Brain-based Education. Example is the Montessori curriculum and method using didactic
apparatuses for cognitive development. Didactic apparatuses were scientifically designed
self-learning materials originally intended for the mentally retardates children by Maria
Montessori, a medical practitioner and educator.

Now a days, Montessori curriculum and method is being used by Montessori schools for the
normal children. The didactic apparatuses are highly suited for Toddler, Nursery,
Kindergarten, and even primary grades.