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Module 3 - CURRICULUM DEVELOPMENT
Module 3 - CURRICULUM DEVELOPMENT
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.
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;
ILO B. Comprehension
Upon completion of this course, the students should be able to:
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
Upon completion of this course, the students should be able to:
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
Upon completion of this course, the students should be able to:
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;
ILO F. Evaluation
Upon completion of this course, the students should be able to:
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:
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.
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.
Reference: Bilbao, Purita P., et. al., 2008. Curriculum Development. LORIMAR Publishing Inc.
Quezon City, Philippines.
A Comprehensive Introduction to
CURRICULUM DEVELOPMENT
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.
CURRICULUM DEVELOPMENT
The process of creating something over a period of time.
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
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
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
RESPONDING
VALUING
ORGANIZING
INTERNALIZING
PSYCHO
MOTOR
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
IMITATION
MANIPULATION
PRECISION
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.
CONE OF EXPERIENCE
Edgar Dale
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
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.
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.
BALANCE
Equitable assignment of content, time, experiences and other elements.
IMPLEMENTED CURRICULUM
Refers to the various learning activities or experiences of the students in order to achieve the
intended curricular outcomes.
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.
The Basic Education Curriculum (BEC) and the Three Types of Curriculum:
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.
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.
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:
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.
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.
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.
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.
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.
Assessment Strategies are structures through which student knowledge and skills are
assessed. These are:
1. Pencil-and-paper-strategy
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
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
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
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:
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.
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:
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.
A. Definition
The classroom presentation:
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;
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 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.
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.
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.
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.
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.
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.
CI
Curriculum Instruction
CA AI
Assessment
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.
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 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 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.
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
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.).
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.
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.
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.
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.
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.
Reform Rationale
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.
Future Prospects
Pre-Assessment
HISTORICAL BACKGROUND
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)
Education Under the New Society – Pres. Marcos formulated a 10-year national education
development program.
Curriculum (NESC)
The mastery of learning was emphasized wherein it is expected that the students will
acquirethe 75% mastery of the listed competencies or 7 out of 10 questions in the
formative test.
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 performance
Technology 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
The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why
the basic education curriculum should be restructured.
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.
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
English (Listening Access varied information and creatively use them in spoken and written forms;
speaking, reading, communicate fluently and accurately orally and in writing, for a variety of
writing) purposes and different social and academic contexts at their level while carrying
out activities on everyday life.
Science
Filipino Nagagamit ang Filipino samabisangpakikipagtalastasan (pasalita at pasulat);
nagpapamalas ng kahusayansapagsasaayos ng iba‘tibangimpormasyon at
mensahengnarinig at nabasa para sakapakinabangangpansarili at pangkapwa at
sapatuloynapagkatutoupangmakaangkopsamabilisnapagbabagongnagaganapsadai
gdig.
EdukasyongPanta Nagagamit ang sarilingkaalaman at saloobinsapagpapaunlad ng sarili at
hanan at pamilya
Pangkabuhayan Nagagamit ang kaalaman, kasanayan at saloobinsapagpapaunlad ng
(EPP) Grade (4-6) pamayanan
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
Positibongsaloobinsapaggawaupangmakapamuhaynangproduktosaisangb
ansangmapayapa; at
Kakayahangmakaagapaysamabilisnapagbabagongnagaganapsamundo
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
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.
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.
Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa edukasyon: ang gawin itong
sentral na estratehiya sa pamumuhunan sa pinakamahalag nating yaman: ang mamamayang Pilipino.
Sa K to 12, tiwala tayong mabibigyang-lakas si Juan dela Cruz upang
mapaunlad—hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong bansa.
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.
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-12 Vision
Filipino graduates are envisioned:
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 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
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.
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.
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.
Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12
Curriculum
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