CURRICULUM DEVELOPMENT ACTIVITIES

Seminar

INSET (In-Service Education and Training)

A. Planning (Collaboration)

1. Convening a Curriculum Development Committee.

The school consists primarily of teachers who represent the school and grade levels in a district,
administrators and students. They serve as the driving force for curriculum change and the long-term
process of implementing the curriculum. The school also has an effective, knowledgeable and respected
principal that led the committed teachers who gradually cooperate for the development phases of the
process as well as the implementation phases.

2. Identifying Key Issues and Trends in the Specific Content Area.

Faculty members collaborate and discussed to identify many of the following issues and trends that will
need to be addressed as the curriculum development process moves forward:

• meeting the needs of all students;

• learning theory and other cognitive psychology findings on how students learn;

• what determines developmental readiness or developmental appropriateness;

• the current expectations of the field;

• the knowledge of and readiness for change on the part of teachers;

• the availability of resources;

• the role and availability of information and technology resources;

• scheduling issues;

• methods and purposes of assessments;

• professional development.

3. Assessing Need and Issues.

Faculty members collaborate and discussed to assess the needs and issues that will need to be
addressed as the curriculum development process moves forward:

• teachers collaborate on how to use materials to enhance understandings;

• teachers may want to make far greater use of technology to enhance learning(messenger, google
meet, google classroom etc.);

• teachers may be looking for ways to increase the amount of interdisciplinary work in which students
are engaged;

• parents and others may have concerns about implementation.

• identification of what teachers at each grade level perceive to be the most serious issues within the
curriculum

B. Articulating and Developing

4. Articulating a Special Curricular Program: Most Essential Learning Competencies (MELCs)

Faculty members collaborate and discussed about the new special curricular program to be implement
and come up with the following fundamental questions:

* "Why learn (specific discipline)?"

* "Upon what guiding principles is our program built?"

* "What are our core beliefs about teaching and learning in (specific discipline)?"

* “What are the essential questions?”

* “How will we use assessment to improve the program and student learning?”

5. Defining Special Curricular Program: Most Essential Learning Competencies (MELCs), Grade-Level
and Course Goals.

The MELCs were provided by DepEd as the primary reference for all Schools, Schools Division Offices
(SD0s) and Regional Offices (R0s) in determining and implementing learning delivery approaches that
are suited to the local context and diversity of learners, while adapting to the challenges posed by
COVID-19. Schools are hereby instructed to refer to the MELCs in creating learning activity sheets, self-
learning modules, and other instructional materials. Moreover, schools are enjoined to adhere to the
content of the MELCs and refrain from creating a new list of learning competencies for different learning
areas.

6. Developing and Sequencing of Grade-Level and Course Objectives.

The specific grade-level and course objectives include clear expectations for what each learner is
expected to know and be able to do and how it will be measured.

The Faculty members considered these several key questions to identify, select, write and sequence
objectives:

• Is the objective measurable and how will it be measured?

• Is the objective sufficiently specific to give the reader a clear understanding of what the student
should be able to do, without being so detailed as to make the statement labored or the objective
trivial?

• Is the objective compatible with the goals and philosophy of the program and the real and emerging
needs of students?

• Is the objective realistic and attainable by students?

• Are appropriate materials and other resources available to make the objective achievable?

7. Identifying Resource Materials to Assist with Program Implementation.

Faculty members list the objectives and identify the suggested instructional resources to help answer
the question, “What instructional materials are available to help us meet a particular objective or set of
objectives?”
  Orientation and Presentation of School Improvement Plan (SIP)

The SIP is a roadmap that lays down the school’s specific solutions to corresponding identified
Priority Improvement Areas (PIAs) covering a period of three years. It aims to improve the three
key result areas in basic education: access, quality, and governance. It is evidence-based, results-
based, and child or learner-centered. The SIP is the basis for the school’s Annual Implementation
Plan (AIP) and other specific plans such as tire Child Protection plan, Disaster Risk Reduction
Management (DRRM) plan, and Learning Action Cell (LAC) action plan, among others.

 Orientation, Presentation and Making Budget of Work (BOW)

Budget of Work (BOW) is a resource material for teaching multi-grade classes that contains K to
12 basic education curriculum competencies, skills, and objectives; topics for specific skills and
competencies; and teaching strategies, activities, and time allotment arranged into columns for
easy reference and notation. It will serve as teacher’s reference in preparing daily and/or
weekly lesson plans.

 Orientation and Presentation of Classroom Instruction Delivery Alignment Map (CIDAM)

C. Implementing

Putting the New Program into Practice.

D. Evaluating

Updating the New Program and Determining the Success of the New Program.