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SENIOR HIGH SCHOOL : A CURRICULUM REVIEW

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 An Integrative Paper Presented to
Dr. Lourdes F. Melegrito

In
Management and Development Of Curriculum

Submitted By:

Denny Lou Bendejo

Randy Diamante
Glaiza D. Mama
Josiah Obugan
Mary Grace SJ. Rafael
U Thant Zin

Title Of The Research

SENIOR HIGH SCHOOL : A CURRICULUM REVIEW

Abstract
This paper was a Senior High School curriculum review and was conducted to be able to assess
the curriculum alignment of SHS in selected schools. Six (6) formats were developed for the
analysis of the existing curriculum. The following analyses were used 1.) Analysis of the General
Objectives and Learning Competencies of the K to 12 Enhanced Basic Education Program focusing on
Senior High School curriculum; 2.) Analysis of the Department of Education Requirements in
Implementing Senior High School Curriculum and School‟s Implementation of Senior High School
Curriculum; 3.) Analysis of the Congruence of the Learning Competencies and the Subject Objectives;
4.) Analysis of the Subject Objectives, the Learning Competencies, and Performance Standards; 5.)
Analysis of the Learning Competencies, Performance Standards, and the Content in the Textbooks and
the Teaching Learning Materials, and the 6.) Analysis of the Teachers‟ Specializations versus the
Subject Taught. The mentioned analyses were utilized by the researchers to examine the congruence
and consistency of the curriculum.

1
 INTRODUCTION

In the Philippine setting, the K to 12 Basic Education Curriculum was established

last May 13, wherein President Benigno Aquino III signed the Enhanced Basic Education

Act of 2013 into law. In line with this, this made Philippines as the last country in Asia,

and one of only 3 countries worldwide, with a 10-year pre- university cycle. This is why

“education today is a lifelong pursuit. Thus, it is essential that we search out the best ways

to educate, inform, and inspire young minds that are the future of our state” (The Educator,

2018).

More so, due to the rapid change of everything in the world, needs and demands are

also increasing; therefore, another validation had been provided in the article of The

Educator Australia, “this is about re-conceptualizing the purpose of education in a rapidly

changing world and will look at how the curriculum is structured, taught, and assessed.”

On the other hand, as we define curriculum based on the definition posted by the

IGI Global that “curriculum is a total guided learning experiences designed to facilitate

learners learning for establishing quality relationship between what is learnt and what

operates outside the school” (www.igi-global.com). Thus, it requires development and/or

review for us to meet the demands of these learners, since there is a dynamic change

happening in the world and the field of education is not an excuse to this. More so, it is

very necessary for the educational institutions to always update the teaching and learning

experiences of our stakeholders so that we can keep up with the trends being asked by the

21st century teaching and learning environment.

2
 As mentioned in the website of Cambridge Assessment International Education,

“when reviewing curriculum, we start with your aims. We take a holistic approach and

consider the connections between subjects, teaching methods and all aspects of schooling

that create learner‟s educational experience.” Therefore, curriculum review is an integral

component, which aims to identify the gaps and/or weaknesses with a view to increasing

curriculum effectiveness and continually improving student-learning experiences.

In the Philippines, the Department of Education (DEpEd) initiated the

implementation of K to 12 Curriculum program in the school year 2012 to 2013 in accord

with the Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, but the

added Grades 11 and 12 also known as Senior High School (SHS) were implemented in

school year 2016 – 2017 and 2017 – 2018, respectively.

Curriculum implementation is crucial especially in managing these changes.

Moreover, this will “enable teachers to consider the ways curriculum interacts with actual

students in a real school environment” (Stearns, n.d.). In addition, curriculum review is a

critical examination of academic programs for the purpose of optimizing student learning

experiences led collaboratively by academic staff who teach within the program

(University of Calgary).

Furthermore, the curriculum review helped us to better understand our strengths,

but also, and more importantly, revealed areas of improvement in our programs and our

teaching (Holdsworth, n.d.). This implicates that the curriculum must be monitored,

assessed, and evaluated for educators to provide quality assured learning experience. In

line with this, teachers play a pivotal role and significant part

3
of the curriculum development and review process. Also, “curriculum changes need to

become thoroughly embedded in the education system, but this can only happen if we are

sympathetic to the cultural context in which these changes take place (Cambridge

Assessment International Education, n.d.).

Some of the major areas being put under the microscope are the curriculum content,

the hiring process of teachers, and the K to 12 Basic Education Curriculum itself as well as

the implementation of the said program.

This paper analyzes how K to 12 curriculums is being implemented both in public

school and private school. The purpose of this study provides the review on the actual

challenges, difficulties and changing process affected by the implementation of Senior

High School curriculum.

Rationale of the Curriculum Review

Every time the curriculum is being reviewed. We always take a holistic approach

and consider a lot of things. Nevertheless, our primary focus is to provide good learning

experience to our learners.

The following are the reasons why curriculum review must be processed and

executed:

1. This curriculum review will also help teachers to deliver new personalized

teaching practices to ensure that students are prepared for a future that will be

increasingly interconnected and complex.

2. Curriculum review makes it simpler for educators to understand and teach

content being provided in the curriculum as well as maintaining high

4
 participation rates for students, while ensuring rigour and confidence to the K to

12 Basic Education Curriculum.

3. This review will generate thoughtful and extensive discussions amongst school

leaders, teachers, experts, consultants, and other stakeholders involved in

revisiting and reviewing the curriculum.

4. The curriculum exercise will focus on students‟ engagement, performance, and

classroom experiences during their stay in the school.

5. The said review will examine ways on how the curriculum content will be

delivered to the students in the most convenient, appealing, and easiest way

possible.

6. Curriculum review will also serve as an opening to validate, assess, and

evaluate the qualification standards in hiring qualified teachers especially in the

Senior High School level.

7. This critical examination will help improve the quality of the education system

here in the Philippines to meet the changing demands of our 21 st century

learners.

8. Curriculum revision will also uphold the implementation of the K to 12 Basic

Education Program and will seek to capture a sense of much more complex and

diverse educational landscape.

I. The Context of Curriculum Review

The review of curriculum is a process. This is an academic examination for the

purpose of optimizing the learning outcomes of the Senior High School Curriculum.

Thus, if no fundamental changes are to be made, but only a simple

5
 review and up-dating of the curriculum, is wanted, then the process could be cut- down

to four stages as follows:

1. Review of the K to 12 Enhanced Basic Education Program specifically the

Senior High School Curriculum.

2. Review the content and performance standards, learning competencies, and

learning outcomes of the curriculum guide (selected).

3. Critical examination of the trainings and development provided to Senior High

School teachers.

4. Review the delivery of DepEd requirements for implementation of the K to 12

Enhanced Basic Education Program specifically for Senior High School.

Such a revision will not change the total outlook and nomenclature of the

curriculum. If the Department of Education is looking for reforms in view of the

global trends and emerging demands, then, the curriculum revision will mandate and

require a few more steps to be followed. This paper is prepared assuming that the K to

12 Enhanced Basic Education Program of the Philippines needs reforming in the area

of Senior High School.

Situationer

Target Public School

Tinajeros National High School

Target Private School

St. Michael School of Marilao

6
Perspective Setting

K to 12 Enhanced Basic Education Program

Based on the article posted in the website of Manila Bulletin that Senator Sherwin

Gatchalian called for a review of the country‟s K to 12 basic education program amid the

declining performance of students after its implementation. He did mentioned, “we have to

review the K to 12 curriculum. We have to review rin kung yong tinuturo sa tech-voc sa

ating K to 12 ay yung kailangan ng mga industriya (also if the technical-vocational lessons

in our K to 12 program responds to the needs of the industries),” as he presided over the

Senate education subcommittee‟s inquiry on the current state of the Philippine education

system.

Also, Gatchalian raised doubts on the effectiveness and quality of the country‟s K

to 12 education program citing Department of Education (DepEd) figures showing the

“low proficient” Grade 6 and Grade 10 students from 2016 to 2017. He added, “Honestly,

ang over-all assessment ay hindi maganda dahil ang National Achievement Tests (NAT)

natin ay naglalaro sa 40 percent lang for Grade 6 and Grade 10 at nakita pababa siya ng

pababa so this is quite alarming,” Gatchalian said, noting that proficiency rates in the

previous years were about 60 percent. (The over-all assessment is that we have poor

quality education because our NAT results only hover around 40 percent both for Grade 6

and Grade 10, and we saw that the figures are declining, so this is quite alarming.). Aside

from the low proficiency rates of K to 12 students, Gatchalian also observed a

“misalignment” between the program and the demands of industries for their employment.

7
 He cited JobStreet Philippines‟s 2018 Fresh Graduates Report that showed only 24

percent of employers in its website are willing to hire senior high school graduates, while

35 percent are not ready to hire K-12 graduates. Government qualifications, particularly

those imposed by the Civil Service Commission (CSC), remained unchanged despite the

implementation of the K to 12 program. He also noted that the DepEd‟s K to 12 curriculum

does not match that of the Commission on Higher Education. He also stressed the

importance of discussing and addressing such problem due to its possible “impacts on

future generations,” specifically the quality of the country‟s labor force. Both the

government and private sectors, he added, should make adjustments on its requirements

and adopt the K to 12 program (Terrazola, 2019).

In line with this, evaluation necessarily involves value judgments and requires

careful consideration of evidences. Well-conducted evaluations depend on the availability

and distribution of resources and reflect contextual opportunities and constraints. Thus,

decision makers need a flexible evaluation framework that provides a highly reliable and

informative means of curricular review that fits local goals and expectations. Moreover,

curricular decisions must be reexamined periodically, and curricula need to be revised

based on data and professional judgment. Curriculum evaluations must accommodate local

expectations, values, and resources. More so, the results of the review show that the SHS

curriculum is intended to prepare students to enter into college/university or to work in the

industry or be an entrepreneur (Sarmiento & Orale, 2016).

8
 The new curriculum, popularly known as the K to 12 program, is a landmark

reform that brings the basic education of the country on a par with international standards.

The history of the reform is revisited and its legal bases, main features, relevant orders, and

implications for higher education are discussed. Concerns about its initial implementation

are raised and a call for all stakeholders, particularly teachers who are the principal agents

of instruction, is made to make the reform work for the benefit of Filipino learners

(Alonzo, 2015).

The K-12 program is a more potent educational model compared to the old

curriculum of basic education in the Philippines. Students can prepare themselves for a

more rigorous training in the higher education or go immediately to employment or be an

entrepreneur. Being new in the Philippines, it is marred with issues such as lacking

qualified teachers and the much-needed facilities for use in the highly specialized courses,

specifically at the SHS level. There were, however, interventions made and are expected to

be in place very soon. The K-12 program, especially the SHS is patterned to the old US

basic education set-up and to the Singapore system where there are tracks and strands.

About 6 in every ten preferred the academic track, about 4 in every 10 chosen tech-voc and

very few went to Sports, Arts and Design track. Moreover, The desire for many to go into

college/university has resulted in huge unemployment and underemployment. According to

Mark Edwards, an executive director of Opportunity Nation, "We've done a disservice in

this country (USA) by suggesting that there's only one path to success, which is to get a

bachelor's degree." He further adds, "There are many good- paying jobs available today

that, quite candidly, a four-year Bachelor of Arts degree does not prepare them for.” In the

9
Philippines, the K-12 program was implemented partly because of this reality. There is a

huge unemployment rate due to jobs-mismatch. The K12 program is even designed to let

the student feel what tech-voc. is an exploratory track in the junior high school level

through the Technology and Livelihood Education (TLE) courses (Montebon, 2014).

Curriculum Content of K to 12 Enhanced Basic Education Program

The Department of Education says its review will strengthen '21st century skills,'

such as information and media literacy, communication skills, and life skills are developed

across all subjects and grade levels. It will emphasize checks on the development of “21st

century skills” among students from kindergarten to senior high school as stated by

Undersecretary Lorna Dig-Dino. She added, “First is to make sure that all the learners will

have "21st century skills" as we all know that is the goal of the K-12 so that they will be

properly placed.” Dig-Dino said the DepEd is assessing the development of these skills in

different grade levels and how it is being supported by different subjects or learning areas.

The department plans to do this by assessing the content, results, and performance

standards of students across all subjects and learning areas in all grade levels. As stated,

“What we are really doing is strengthening the development of 21st century skills across

grade levels and learning areas because these are not specific to any learning area. What we

would like to do is really embed all of these and make sure that everybody is going to

support the development of these skills.” The Department of Education Secretary also said,

“We are going to have a thorough review of the curriculum. After all, we have been there

for two years already so we have enough experience” (Tomacruz, 2018).

10
 Furthermore, as posted in the website of Inquirer.Net that DepEd will review K to

12 curriculum after two years of implementation as mentioned by Department of Education

Secretary Leonor Briones. She added, “We are going to have a thorough review of the

curriculum of the Department of Education (DepEd) after „ we have been there for two

years already, so we have made enough experience.” Many things are happening in this

world, which our children have to catch up well.” She said that students now should be

taught how to respond and adapt to change, stressing the importance of learning skills that

students could apply after graduation. She also emphasized that, “We teach them how to

analyze, how to solve problems, how to respond to change and to accept change because by

the time they graduate, whatever we have taught them, not all of them, will be applicable –

because change is happening so fast.” She also stressed out that, “It is in dealing with the

change that we want our children to gain more, „yung tawag natin life skills” (Inocencio,

2018).

As mentioned in the BusinessWorld website, a Senate committee reviewing the

implementation of the K to 12 curriculum has called for measures to improve the basic

education system and to better match school training with the skills in demand from

industry. Gatchalian added “What the hearing showed is that the curriculum that is

supposed to be taught under K to 12… is not being taught well. The student cannot process

the curriculum the right way, so we‟re seeing low National Achievement Test scores. And

what I‟m fearing is a student cannot enter college, cannot get a decent job, and cannot have

a good future because of the low NAT scores.” Also, as stated by Education Assistant

Secretary Alma Ruby C. Torio, “When we implemented the K to 12 program, we were

saying that we would like our learners to be equipped with

11
21st century skills… Just the same, we recognize that there‟s still a lot of things to do… the

enhancement of curriculum cannot be achieved if we don‟t get the support of other

offices.” She also added, “We are also reviewing our curriculum guides and in the review,

we invite the experts and industry… to assure them that we will be producing the right

graduates they need” (Aguinaldo, 2019).

Training and Professional Development of Teachers

Two prestigious state universities have committed to help train public school

teachers who will teach in senior high school starting 2016 – the year the K to 12 program

will be fully implemented. Teachers in more than 5,800 existing DepEd schools will need

training to teach senior high school, and the country has 1,923 higher education institutions

that can offer their training expertise to these public schools. For senior high school, there

will be two types of trainings: content training for high school teachers, and pedagogy

training for college professors. The school's long-term plan has to do with its mandate as

the country's national center for teacher education (Geronimo, 2015).

Furthermore, as mentioned in the article posted by SunStar Philippines that the

mass trainings, which are intended for hired SHS teachers in the different subject groups,

aim to equip the participants with the knowledge, skills and competencies in the different

academic subjects and in the delivery of the different lessons in SHS. Likewise, these

trainings also intend to orient the SHS teachers with the different pedagogies and

assessment relative to SHS, and to help them design lesson plans per learning area which

shall culminate in a demonstration teaching session, after the walkthrough of the

curriculum guides of the academic subjects (Ocampo, 2017).

12
Nonetheless, these trainings is still no assurance that the topics given during the training

session has to be validated in terms of its appropriateness and relevance to meet the

demands of the learners.

However, a study conducted about Needs Assessment of Senior High School

Mathematics Teachers in Teaching Statistics and Probability, where the respondents have

fair level of content knowledge but do not always practice different pedagogical methods

in conducting research but they cannot apply it in their respective schools. Further,

trainings are needed by the teachers for them to effectively teach Statistics and Probability

(Candelario-Aplaon, 2017). This is an indicator that the trainings and professional

development for teachers specifically in senior high school needs to be assessed and

evaluated as often as possible for this can lead to a problem in the future especially in the

delivery of the lessons.

Implementation of K to 12 Enhanced Basic Education Program

“To boost its senior high school program, the Department of Education (DepEd)

needs to hire more teachers who are not only academically-trained but are also equipped

with different skills,” this is according to the DepEd Secretary Leonor

M. Briones. Under senior high school program, they need to field teachers based on four

components: academic, technical/vocational, sports, and arts and design. She also added,

“Before, we relied on academically-trained teachers. This time, we need teachers with

different skills.” She also mentioned, “So I would not describe it fully as a shortage, but as

a reordering, as a reform in the content of education which we are introducing” (Musico,

2018).

13
 In addition, the implementation of K to 12 program must be continued to maintain

Philippine education's improved level of global competitiveness. As stated by Basillote,

We should continue with the implementation of K to 12. Reviewing the K to 12 does not

mean that we need to stop it." Even, Department of Education Secretary Leonor Briones

said they would conduct a “thorough review” of the K to 12 program, two years after it was

implemented in various schools nationwide. The education system change is seen as

critical in giving Filipino students a higher quality of education. It is designed to enable

graduates to join the workforce after high school or prepare them should they choose to

enter college. Through K to 12, students are given enough years to master basic academic

skills and participate in co- curricular activities. Basillote said the shortage on basic

education resources is not enough reason for the program's implementation to be halted as

there are many interventions made available by the government. She also mentioned,

"Education reform as big as this needs to be given a chance. It's only been two years, there

are problems, things to improve, and this is something we should do together rather than

stopping it completely. It has just started and just gaining traction and see really how to

improve the system." Also, "We need to look at how our K to 12 graduates are able to

transition smoothly through these points. Is it easier for them to go to college? Are they

more prepared to get more training and education? Are they more employable? Can they

start their own businesses or do they have the skills? So, we are looking at learning

outcomes and looking at skills acquired for them to smoothly transition out of the K to 12

system." Basillote added the government's input drive must also be reviewed including the

quality of the teachers in the K to 12 system, student-

14
classroom ratio and teacher-student ratio. With regard to the professionalization of

teachers, Basillote said DepEd already has a professional standard for teachers and its

implementation simply needs to be strengthened and fully supported (Montemayor,

2018).

On the other hand, the findings of the study on the Lived Experiences of the

Senior High School Teachers, the respondents revealed the reasons behind the stress were

disruptive behavior, overlapping activities, student diversity, limited sources and support,

poor student motivation and accountability policies; the challenges encountered were lack

of equipment, handling learners close to the teacher‟s age and the behavior of the learners;

and the system used by the Department of Education were all competencies should be

taught despite many activities aside from many other paper works. Thus, the researchers

recommended that the department should address the lack of equipment for the learner‟s

skills enhancement; teachers should undergo trainings / seminars on how to handle Senior

High school learners (Aldevera, Alenton, & Gantuangco, 2019).

Another study was also conducted about the barriers to effective curriculum

implementation stated that Results indicated that teachers required additional information

before the expected implementations occur and an understanding of demands on their

personal time. Common themes showed a desire for professional development (PD), peer-

collaboration, and access to curriculum resources, which served as the basis for the project.

The resulting project integrated PD to address concerns connected to reoccurring themes.

Implications for social change include change at a systematic level by providing

administrators with data to support

15
teachers during curriculum changes and substantiation for the benefits of understanding

concerns prior to a change for improving curriculum fidelity (Nevenglosky, 2018).

Therefore, this study posits the idea to give attention to the performance of K to 12

curriculum implementation especially in the Senior High School level, which will focus on

the following: (1) K to 12 Enhanced Basic Education Program (2) Hiring Process of

Qualified Senior High School Teachers (3) Teachers‟ Training and Professional

Development (4) Curriculum Content and (5) Implementation of K to 12 Enhanced Basic

Education Program.

Conceptual Framework

Articulation of Program Theory

Student Outcomes

Fig. 1. Paradigm of the Study

16
 The conceptual framework is composed of the K to 12 Enhanced Basic Education

Program in accordance of Republic Act No. 10533, an act mandated to strengthen its

curriculum and to increase the number of years for basic education. Through the

implementation of this enhanced basic education program, expected learning outcomes

should be produced in the promulgation of this program. This curriculum review will take

advantage in the articulation of Program Theory, which is a set of assumptions underlying

a program that explains why the planned activities should lead to the predefined goals and

objectives. This includes activities directly implemented by the program as well as the

activities that are generated as a response to the program by the context in which it takes

place. More so, represents the underlying assumptions and expectations for how a program,

intervention, or service will be conducted and what the results and impact will be (IGI

Global, n.d.). Thus, emphasizing the standards and principles mentioned in Section 10.2

under Rule II (Curriculum) in the Implementing Rules and Regulations of the Enhanced

Basic Education Act of 2013 (www.officialgazette.gov.ph).

Furthermore, new curriculum will be articulated based on the logical progression of

learning objectives from grade level to grade level as well as the courses offered within the

curricular content areas specifically in the Senior High School level. Based on the idea of

program theory, planned activities provided in the curriculum guide of teachers should find

connectivity in the teaching and learning process that creates seamless learning throughout

a student‟s educational learning experience. From the hiring process of SHS teachers as

front liners, going to the

17
 training and professional development attended each school year, and the curriculum

content should be articulated, monitored, and controlled properly to provide successful

student outcomes namely, enrollment patterns and learning competencies. In addition, K to

12 Enhanced Basic Education Program will envision positive student outcomes, which

should be clearly detailed, exhibited, and practiced through standard implementation of the

program. The program implementation will consider the participation, monitoring, and

evaluation of activities, which should reflect the

predefined goals and objectives of the program.

Nevertheless, constant assessment and evaluation should be furnished in the

articulation of the program for concrete effectiveness and efficiency in delivering assured

quality education.

Problem Statement

K to 12 Enhanced Basic Education Program

1. How are program-level learning outcomes addressed in specific courses

within the program? Are there any gaps? Redundancies? Is there
misalignment?
2. How can we make our program more innovative?
3. Are we preparing our students for future experiences?

Senior High School Teachers Specialization

1. What are the probable implications if the Qualification Standards are not
followed and how this could affect the implementation of the curriculum?

Training and Professional Development of Teachers

1. How teachers are trained and developed for the new curriculum?
2. Why teachers‟ development and training are significant to the
implementation of the K to 12 Basic Education Program?

Curriculum Content

1. Are there any gaps in the content that need to be addressed?

18
 2. Is the content relevant to the intended learners?
3. Is the content aligned with the general objectives and salient features of the
K to 12 Enhanced Basic Education Program?

Implementation of the K to 12 Enhanced Basic Education Program

1. What is the level of implementation be described in terms of:

 Placement of students in Senior High School tracks
 Classroom-based Assessment
 Assessment of Achieved Competencies
 College and Career Readiness

II. Review Methodology

Methodology

There were five PhD students from De La Salle University majoring in Educational

Leadership and Management who undertook the consultation to review the K to 12

Basic Education Program. A framework for the consultation will be used and will

consist of three (3) key methods shown in table 1.

Table 1. Consultation Framework

Method Data Source and Purpose

Document Analysis Key documents will be analyzed to establish a clear

Review of Trainings and
Professional Development
Survey of School
Administrator/Head and SHS
Teachers (Public and Private)
understanding of:
 Implementation strategies
 Curriculum Guide
 Daily Lesson Log
 Senior High School Qualification Standards for
Teachers
Review of the workshops, seminars, and trainings
conducted for professional development to teachers
that will provide data for support on
further development.
A 20-item survey questionnaire will be used to ensure
that the Senior High School Manual of Operations
provided by the Department of
Education (DepEd) is properly executed.

19
Profile of Target Participants

Tinajeros National High School

Tinajeros National High School also called as Tinajeros HS and TNHS is a

public secondary school in Malabon City, Philippines. Established in 1969, the

institution was once the Tinajeros Annex of Malabon Municipal High School. On

School Year 1995 – 1996, the school became independent and was renamed as the

Tinajeros National High School. The school is located at B. Rivera St., Brgy.

Tinajeros, Malabon City.

TNHS offers junior high as well as senior high school education. Currently,

its senior high school department provides Academic and Technical-Vocational-

Livelihood (TVL) strands such as Science, Technology, Engineering, and

Mathematics (STEM), Accountancy, Business, and Management (ABM),

Humanities and Social Sciences (HUMSS), General Academic Strand (GAS),

Home Economics (HE), and Information and Communications Technology (ICT).

The school is also officially recognized by the Department of Education (DepEd).

Here is the total number of population in Tinajeros National High School

from Grade 7 to Grade 10 and Senior High School as of SY 2019 – 2020 including

the teaching personnel and non-teaching personnel.

Grade Level Students Teaching Non-Teaching

Personnel Personnel
Grade 11 261
Grade 12 244 24 4

TOTAL 505 24 4

20
St. Michael School of Marilao

St. Michael School of Marilao is located at Villa Consuelo Subdivision,

Brgy. Abangan Sur, Poblacion 2, Marilao, Bulacan. The St. Michael School of

Marilao was founded on June 1985. It is originated from the St. Michael Kiddie

School, the first Pre-School to rise in the Municipality of Marilao. After being

recognized by the government in 1986, the St. Michael Kiddie School became the

St. Michael School of Marilao, and started to offer complete elementary course to

school-age children year by year. Being the first of its kind in Marilao, the School

served to the needs of not only the pre-school children, but most especially, of the

school-age children who were even brought to nearby towns for their formal

schooling. This school is a private educational institution providing quality basic

education at reasonable fees for the past three (3) decades.

This school offers junior high school and senior high school. However,

Accountancy, Business, and Management (ABM) and Science, Technology,

Engineering, and Mathematics (STEM) are the two strands offered in senior high

school.

Here is the total number of population in St. Michael School of Marilao

from Junior High School to Senior High School as of S.Y. 2019 – 2020.

High School Total Teaching Non-Teaching

Population Personnel Personnel
Junior High 402 --- ---
School
Senior High 147 12 9
School

21
Data Collection

The following are the sources to be used in systematically gathering and

measuring data that will answer the essential questions and evaluate outcomes

needed for the review of the K to 12 curriculums specifically Senior High School to

get a complete and accurate picture of the said curriculum. However, data may

include, but not limited to the following:

 Curriculum Map

This is the visual layout of a subject‟s education standards and the resources

that a teacher uses to address those standards in the classroom. Curriculum map is

useful in helping teachers understand what is taught and when in all subject areas

and all grade levels. This map is also helpful in assisting teachers in creating

unified interdisciplinary units that foster students‟ understanding of concepts, ideas,

and activities across subject areas.

 Matrix of Senior High School Teachers’ Learning Action Cell Session

DepEd Order No. 35 s. 2016 also known as The Learning Action Cell as a

K to 12 Basic Education Program School-Based Continuing Professional

Development Strategy for the Improvement of Teaching and Learning. Through

this policy, the DepEd fully supports the continuing professional development of its

teaching personnel based on the principle of lifelong learning and DepEd‟s

functions as a professional community for teachers that will help them improve

practice and learner achievement. Also, teachers are engage in collaborative

learning sessions to solve shared challenges encountered in the school.

22
 Instructional Materials and Resources

Teachers use a wide variety of tools to foster learning. These are the human

and non-human materials and facilities that can be used to ease, encourage, improve

and promote teaching and learning activities (Shukla, 2019). Instructional materials

are the tools used in educational lessons, which includes active learning and

assessment. Basically, any resource a teacher uses to help him teach his or her

students is an instructional material. Moreover, these are the resources, which can

be organized in supporting instruction such as textbooks, performance tasks,

technology-support materials, and other supplementary resources.

 Student Work

When used by educators, this term refers to all of the assignments, products,

and projects that students complete to demonstrate what they have learned. Student

work could include research papers, essays, lab results, presentations, tests, videos,

and portfolios, among many other potential products. This is commonly used in

reference to the collaborative evaluations of academic work products that take place

in professional knowledge and skills. The review and discussion of student work is

one of many methods used by educators to evaluate the effectiveness of curriculum

and teaching methods (The Glossary of Education Reform, 2016).

In gathering and collecting these sources, ethical standards and

confidentiality will be strictly observed and executed. To trust the professional

judgment, the researchers consider the following:

23
 Confidence in the information

The researchers ensure that all the data and information gathered were 100%

accurate and genuine with the approval of the participants in Tinajeros National

High School and St. Michael School of Marilao. The researchers surveyed and

interviewed the participants with the most convenient time available to them. The

respondents were not forced to answer the survey questionnaires and the sets of

interview questions instead; the researchers assist and guide them all throughout the

process of administering the survey. The researchers highly observed the RA

No.10173, otherwise known as the Data Privacy Act that seeks to protect all forms

of information, be it private, personal or sensitive. “It is meant to cover both natural

and juridical persons involved in the processing of personal information.”

(www.privacy.com.ph, n.d.). Furthermore, the researchers believed that no part of

this paper was plagiarized instead proper citations were given to those research

studies and authors that were used all throughout the process of completing this

paper.

 Reliability of the data

This will be observed by assessing the quality of measurement procedure

used in collecting the data. Reliability is a very important factor in this curriculum

review and is presented as an aspect contributing to validity. Furthermore,

reliability of the data is seen as the degree to which instruments such as curriculum

map, instructional materials and resources as well as student work are free from

measurement errors.

24
  Significance of what they reflect

The primary purposes are to explore the learning experience, learning

environment, reflect on the positive and negative aspects of the enhanced basic

education program. More so, formulate goals to improve the educational learning

experience of the learners. The results of the review will give evidence to quality of

the curriculum the next time it will be executed.

Instruments

This curriculum review utilized key documents such as, the curriculum guide

provided to teachers in the delivery of different subject areas. Thus, curriculum guides

were responsible in helping teachers to identify appropriate teaching strategies and

relevant instructional materials and resources for the execution of lessons inside the

classroom. Second, a selected daily lesson log for the subjects Pre-Calculus and Basic

Calculus for STEM strand and Accountancy, Business, and Management 1 and

Accountancy, Business, and Management 2 for ABM strand under Academic Track

were used for document analysis in determining its congruency to the curriculum guide

provided by the Department of Education (DepEd). The curriculum map formulated by

the target participants in their respective schools was also analyzed and interpreted to

check the alignment of learning standards in each subject areas. Also, a matrix of LAC

session for SHS teachers was also gathered to ensure that teachers were given

appropriate and relevant trainings and professional development that will help

them provide an exemplary teaching process to students.

25
 In addition, a survey instrument composed of a 20-item questionnaire was

designed and employed to verify the implementation of Senior High School Curriculum

for both target participants from public school and private school namely Tinajeros

National High School and St. Michael School of Marilao, respectively and validate if

they were able to follow and execute the standards required by Department of Education

(DepEd).

III. Data Analysis and Findings

Data Analysis

The team used paper-based data analysis such as document and survey-

questionnaires. The curriculum review process used instruments to collect the relevant,

appropriate, and valid information. There are six (6) formats that had been developed

for the analysis of the existing curriculum. These formats enabled the researcher in

examining the congruence and consistency of the curriculum. Here are the following

developed format:

1) Analysis of the General Objectives and Learning Competencies of the K to 12

Enhanced Basic Education Program focusing on Senior High School
curriculum;
2) Analysis of Department of Education Requirements in Implementing Senior
High School Curriculum and School‟s Implementation of Senior High School
Curriculum;
3) Analysis of the Congruence of the Learning Competencies and the Subject
Objectives;
4) Analysis of the Subject Objectives, the Learning Competencies, and
Performance Standards;
5) Analysis of the Learning Competencies, Performance Standards, and the
Content in the Textbooks and the Teaching Learning Materials

26
 6) Analysis of the Teachers‟ Specializations and the Subject Taught

Findings

The following are the findings derived from the data gathered and collected.

1) Analysis of the General Objectives and Salient Features of the K to 12

Enhanced Basic Education Program focusing on Senior High School
curriculum;

Table 2. Tinajeros National High School and St. Michael School of Marilao
General Salient Features Strengths Weaknesses
Objectives
To provide 1. Making the 1. Based on the salient 1. In general
sufficient time for Curriculum features provided and aspect, there is no
mastery of Relevant to the general objectives weakness in the
concepts and Learners in the curriculum, it curriculum.
skills, develop (Contextualizati shows that there is a However, both
lifelong learners, on and consistency and public and private
and prepare Enhancement) relevance (based on school setting is
graduates for 2. Ensuring local culture, history, having difficulty in
tertiary education, Integrated and reality) of subjects the implementation
middle-level skills Seamless discussed from each of the program due
development, Learning (Spiral grade level (core, to external factors.
employment, and Progression) applied, and
entrepreneurship 3. Gearing Up for specialized subjects).
the Future 2. The curriculum helps
(Senior High a learner all through
School) out his journey in
4. Nurturing the educating himself by
Holistically work immersion and
Developed educational activities
Filipino (College such as career
and Livelihood orientation program,
Readiness, let research activities,
Century Skills) and culminating
events.

2) Analysis of Department of Education Requirements in Implementing Senior

High School Curriculum and School’s Implementation of Senior High School
Curriculum;

27
Table 3. Tinajeros National High School – Senior High School Implementation

Department of Education Requirements Number of Percentage of

No. for Senior High School Manual of Respondents Respondents
Operations (20) (%)
1 The school head organizes your SHS
committees. 14 70
2 The school head works on his / her
implementation plan. 16 80
3 The school head communicates the SHS
programs to his/her stakeholders. 15 75
4 The school head implements early
registration. 12 60
5 The school head continuously improves
his/her implementation plan. 12 60
6 The school head develops partnerships. 11 55
7 The school head assembles school staff. 14 70
8 The school head monitors / follows up
SHS requirements. 12 60
9 The school head makes adjustments to his
/ her plans. 16 80
10 The school conducts SHS enrollment. 13 65
11 The school head finalizes school systems 15 75
and processes.
12 The school head implements Brigada 13 65
Eskwela.
13 The school head leads and manages the 14 70
school and its personnel.
14 The school head understands K to 12 and
the SHS program as a response to the
changing environment and educational 12 60
contexts of the learners, with the
child/learner as the center of this curricular
reform.
15 The school head communicates the K to
12 programs, especially the SHS
component, to all stakeholders to rally 10 50
support and to promote ownership.
16 The school head harnesses the capacity of
partners in the implementation of the 13 65
program.
17 The school head aligns school systems
and processes with the goals of the 14 70
curriculum.
18 The school head ensures that all teaching

28
 and nonteaching personnel are ready. 12 60
19 The school head ensures qualified staff
(teaching and nonteaching) are hired, 10 50
trained, and organized.
20 The school head ensures materials,
equipment, and tools are ready and 9 45
complete.

OVERALL PERCENTAGE 66.50% AGREE

Table 4. St. Michael School of Marilao – Senior High School Implementation

Department of Education Requirements Number of Percentage of

No. for Senior High School Manual of Respondents Respondents
Operations (10) (%)
1 The school head organizes your SHS
committees. 9 90
2 The school head works on his / her
implementation plan. 9 90
3 The school head communicates the SHS
programs to his/her stakeholders. 9 90
4 The school head implements early
registration. 7 70
5 The school head continuously improves
his/her implementation plan. 9 90
6 The school head develops partnerships. 9 90
7 The school head assembles school staff. 9 90
8 The school head monitors / follows up
SHS requirements. 10 100
9 The school head makes adjustments to his
/ her plans. 8 80
10 The school conducts SHS enrollment. 10 100
11 The school head finalizes school systems
and processes. 9 90
12 The school head implements Brigada
Eskwela. 6 60
13 The school head leads and manages the
school and its personnel. 10 100
14 The school head understands K to 12 and
the SHS program as a response to the
changing environment and educational 10 100
contexts of the learners, with the
child/learner as the center of this curricular
reform.
15 The school head communicates the K to

29
 12 programs, especially the SHS
component, to all stakeholders to rally 8 80
support and to promote ownership.
16 The school head harnesses the capacity of
partners in the implementation of the 6 60
program.
17 The school head aligns school systems
and processes with the goals of the 10 100
curriculum.
18 The school head ensures that all teaching
and nonteaching personnel are ready. 10 100
19 The school head ensures qualified staff
(teaching and nonteaching) are hired, 8 80
trained, and organized.
20 The school head ensures materials,
equipment, and tools are ready and 9 90
complete.
STRONGL
OVERALL PERCENTAGE 87.50% Y
AGREE

Based on the results conducted about the School‟s Head implementation of Senior

High School Manual of Operations, teachers of Senior High School in Tinajeros National

High School garnered an average percentage of 66.50 and is interpreted as „Agree.‟ This

implicates that the School‟s Head implementation is not very deep and rigorous;

nonetheless, it also matches the response of the School Principal in the said public school.

On the other hand, compared to the response of SHS teachers in St. Michael School

of Marilao, who garnered an average percentage of 87.50 with a verbal interpretation of

„Strongly Agree.‟ This emphasized that private school of the above- mentioned participant

delivered well on what is expected in the implementation of the Senior High School

Curriculum, which was also validated in the response of the School Head.

30
 3) Analysis of the Congruence in the Salient Features of the K to 12 Enhanced
Basic Education Program particularly Senior High School curriculum and the
Subject Objectives (selected specialized subject);

Table 5. Salient Features and Subject Objectives

SUBJECT
SALIENT FEATURES OBJECTIVES
(Accountancy, Business,
and Management)
1. Making the a) Fundamentals of
Curriculum Accountancy, Business,
Relevant to and Management 1
Learners - To develop students‟
(Contextualization appreciation of accounting
as a language of business
and Enhancement)
and an understanding of
2. Ensuring Integrated
basic accounting concepts
and Seamless
and principles that will help
Learning (Spiral
them analyze business
Progression) transactions.
3. Gearing Up for the
Future (Senior High b) Fundamentals of
School) Accountancy, Business,
4. Nurturing the
and Management 2
Holistically
- To deal with the preparation
Developed Filipino and analysis of financial
(College and
statements of a service
Livelihood business and merchandising
Readiness, let business using horizontal
Century Skills) and vertical analyses and
financial ratios.
Knowledge and skills in
the analysis of financial
statements will aid the
future entrepreneurs in
making sound economic
decisions.
SUBJECT
OBJECTIVES
(Science, Technology,
Engineering, and
Mathematics)
a) Pre-Calculus
- The students must be able to
apply concepts and solve
problems involving conic
sections, systems of nonlinear
equations, series and
mathematical induction, circular
and trigonometric functions,
trigonometric identities, and
polar coordinate system.
b) Basic Calculus
- The students must know how to
determine the limit of a function,
differentiate, and integrate
algebraic, exponential,
logarithmic, and trigonometric
functions in one variable, and to
formulate and solve problems
involving continuity, extreme
values, related rates, population
models, and areas of plane
regions.

Results showed that most of the salient features of the curriculum were able to

capture. However, on the part of “Nurturing the Holistically Developed Filipino” there is a

gap in the readiness of the K to 12 graduate going into different paths specifically

31
employment because the curriculum content particularly in Specialized Subjects of STEM

and ABM strands are merely focused on enhancing concepts rather than practical

application of the concept such as actual problem solving in a merchandising business

establishment for ABM students and real time application for Calculus; instead only

provided in the Work Immersion, Capstone project, or Culminating Activity.

4) Analysis of the Subject Objectives, the Learning Competencies, and

Performance Standards;

Table 6. Subject Objectives, the Learning Competencies, and Performance Standards

Subject Subject Objectives Learning Performance

Competencies Standards
Fundamentals of To develop students‟ The learners… The learners shall be able
Accountancy, appreciation of 1. Define accounting to…
Business, and accounting as a 2. Differentiate the 1. Cite specific
Management 1 language of business forms of business examples in which
and an understanding of organization accounting is used
basic accounting 3. Discuss the five in making business
concepts and principles major accounts and decisions
that will help them 4. Identify different 2. Differentiate the
analyze business types of business types of business
transactions. documents according to
5. Describes the activities
nature of 3. Identify business
transactions in a and nonbusiness
merchandising transactions,
business enumerate the
(Accounting Cycle) types of business
documents, recite
the rules of debit
and credit, and
apply these in
simple cases
4. Prepare journal
entries, post to the
ledger, prepare the
trial balance,
worksheet,
adjusting entries
and complete the

32
 accounting cycle of
a merchandising
business.
Fundamentals of To deal with the The learners… The learners shall be
Accountancy, preparation and 1. Identify, classify, able to…
Business, and analysis of financial and prepare the 1. Solve exercises
Management 2 statements of a service elements of the and problems that
business and SFP, SCI, SCE, require preparation
merchandising CFS, and describe of an SFP for a
business using each of them single
horizontal and vertical 2. Perform vertical proprietorship with
analyses and financial and horizontal proper
ratios. analyses and classification of
Knowledge and skills in interpretation of accounts as current
the analysis of financial financial statement and noncurrent
statements will aid the 3. Prepare journal using the report
future entrepreneurs in entries and to form and the
making sound record basic account form
economic decisions. business 2. Solve exercises
transactions and problems that
4. Determine require
balances of computation and
accounts using the interpretation using
t-account horizontal analysis,
5. Identify and vertical analysis,
differentiates types and various
of bank accounts financial ratios
and bank 3. Prepare basic
reconciliation business forms and
statement documents, such as
6. Perform the steps in official receipts,
accounting cycle vouchers, sales
7. Define income and invoice, purchase
business taxation invoice, delivery
and its principles receipts, purchase
and processes order, and
withdrawal and
deposits slips; and
complete and
submit the
accounting practice
set for a
merchandising
business

Pre-Calculus The students must be The learners … The learners shall be able
able to apply concepts 1. Identify the to…
and solve problems different types of 1. Model situations
involving conic conic sections and appropriately and

33
 sections, systems of determine the solve problems
nonlinear equations, standard forms, accurately using
series and coordinate systems conic sections and
mathematical and graphs of each systems of
induction, circular and type. nonlinear
trigonometric 2. Illustrate a series equations
functions, and the principle of 2. Apply appropriate
trigonometric mathematical trigonometric
identities, and polar induction. identities in
coordinate system 3. Illustrate and solving situational
evaluate the problems
inverse 3. Formulate and
trigonometric solve accurately
functions. situational
4. Locate and convert problems involving
the coordinates of a the polar coordinate
point from system
rectangular to
polar systems.
Basic Calculus The students must The learners … The learners shall be able
know how to determine 1. Illustrate the limit to…
the limit of a function, of a function, 1. Formulate and
differentiate, and continuity of a solve accurately
integrate algebraic, function and real-life problems
exponential, different types of involving
logarithmic, and discontinuity. continuity of
trigonometric functions 2. Determine the functions
in one variable, and to relationship 2. Formulate and
formulate and solve between solve accurately
problems involving differentiability situational
continuity, extreme and continuity of a problems
values, related rates, function. involving related
population models, and 3. Derive the rates
areas of plane regions. differentiation 3. Formulate and
rules and implicit solve accurately
differentiation. situational
4. Illustrate an anti- problems involving
derivative of a population models
function, the 4. Formulate and
Fundamental solve accurately
theorem of real-life problems
Calculus, and the involving areas of
definite integral of plane regions
a function using
that theorem.
(Note: Selected learning competencies and performance standards only.)

34
 Based on the presented data, it was analyzed and evaluated by an expert and was

quoted, “there is no problem with the curriculum guide of accounting for the ABM strand.

She added, “… the manner of teaching and the one who is teaching…” is the challenge.

This means that topics can be delivered properly if the teacher is an Accountancy graduate

and/or CPA passer.

However, on the part of Calculus, the content needed higher level of understanding,

mathematical ability, and require more time for discussion. Also, the findings are

considered not suitable for Grade 11 students because of the level of maturity of topics so

as to recognizing terminologies in the area being discussed in Calculus.

In addition, students might encounter difficulty in doing their task for Work

Immersion subject (ABM) and Capstone project (STEM). As stated in the Work

Immersion curriculum guide under Learner‟s Activity, “The student performs hands- on

activities that are related to the skill acquired in his/her chosen field of specialization,”

wherein ABM students list of courses does not have a specific topic relating to Office

Procedure; therefore, familiarization of workplace environment is low.

Also, Capstone project in Calculus, which allow students to think critically, solve

challenging problems, and develop skills such as communication, public speaking,

research, self-sufficiency, and be able to create and produce substantial

paper.

5) Analysis of the Learning Competencies, Performance Standards, and the

Content in the Textbooks and the Teaching Learning Materials

35
 Based on the given textbook for Fundamentals of Accountancy, Business, and

Management 1 and Fundamentals of Accountancy, Business, and Management 2, it

showed that content is considered as an „okay‟ when it comes to supplying information to

meet the needs of the learning competencies and performances standards desired by the

course/subject. Also, some business transactions in the textbook acquired errors in the

computation procedure. Therefore, teachers have to look into another books for the

students to be used especially in solving accounting transactions.

On the other hand, there is no textbook provided by the Department of Education

(DepEd) for Pre-Calculus and Basic Calculus in public school. Therefore, there is no

standard textbook used both public and private schools so the congruency of information

given might get affected.

The teaching learning materials are also considered „critical‟ because there is no

DepEd accredited student workbook provided for the students both public and private,

which can be helpful in the continuity of learning for both subjects mentioned.

6) Analysis of the Teachers’ Specializations and the Subject Taught

Based on the findings for target participant in private school, it was found out that

80% of the respondents is aligned to the subject taught in Senior High School curriculum

compared to the public school participant, there is mismatched in the educational

background of the teacher to the subjects they are teaching with a percentage of 50.

36
 Furthermore, for ABM, “there are terms and solutions that are technical and must

be explained by an accounting graduate or a CPA, but cannot be explained by the theories

written in the book by a regular teacher,” as stated by an expert belonged in the academe.

This implicates that students have a hard time catching up with their accounting subjects in

college because they have a very shallow understanding about the course, as a result some

got failing grades while some decided to change their program.

As for Pre-Calculus and Basic Calculus, it was also mentioned that subject content

given in the curriculum guide requires „high‟ mathematical ability so the level of

understanding in Calculus must also high; therefore, it is advised that a subject teacher‟s

educational background as well as trainings and workshops provided by the school for both

selected subjects must be strictly aligned to the course/subject, a SHS teacher is teaching.

Questions:

1. Where does engagement live in these standards?

 Placement of students in Senior High School tracks

The entry-level assessment in SHS serves the function of assessment

“as” learning. In this approach, the learner to make decision in the

improvement of their learning uses assessment information. In the case of

the results of the entry-level assessment, students use this information in

order to decide on the appropriate track given what they have mastered

overtime, what they can do in the future, and what they are interested

about. This actually prevents

37
students becoming undecided on the track they will take. Having

assessment information help students match their strengths on the required

tasks in the subjects they will go through in the SHS (Magno & Piosang,

2016).

 Classroom-based Assessment

The accountability of the classroom-based assessment is directed to

the quality of instruction and how it is supervised in the school setting.

Instruction greatly accounts for students‟ performance when assessment

results are reported within the classroom level. Even when accountability

of assessment result is high at this level, the impact of intervention is more

feasible. Assessment results are easily used inside the classroom in order

for the teacher to decide on who needs further scaffolding in the required

competencies to be learned following the approach on assessment “for”

learning (Magno & Piosang, 2016).

 Assessment of Achieved Competencies

The standard competencies learned by students can be assessed

using national exams or summative assessments at the end of a school

cycle. The basis of the national exam is the standard curriculum that is

agreed and common for all schools. It is necessary to have a set of national

standards in order to have common direction on what to teach in schools.

Assessment of achievement refers to what students have acquired within

the school year, which is usually administered

38
 towards the end of the school year. These exams (e.g. National

Assessment, Standards-Based Assessment, Programme for International

Student Assessment), either developed by the government or by private

institutions, all follows the same targets that come from the curriculum

(Magno & Piosang, 2016).

 College and Career Readiness

College readiness is defined as “the level of preparation a student

needs in order to enroll and succeed, without remediation, in a credit-

bearing general education course at a postsecondary institution that offers a

baccalaureate degree or transfer to a baccalaureate program” (Conley,

2007). If the expectations of college education are provided, the

curriculum in the K to 12 will be able to be well aligned with the advance

studies. College applicants will be better prepared for college given the set

of expectations developed in basic education.

Another area of assessment opportunity for the senior high school is

on career assessment. Career assessment is conducted as part of career

counseling or career guidance before students graduate in the basic

education program. The standardized tools that are used in career

assessment are based on career development theories. It is conducted as a

school-based assessment through the guidance program or part of national

career assessment program (Magno & Piosang, 2016).

39
 2. What strategy could we create to address these standards?

Step 1: Mission This serves as the School’s goal or agenda. It outlines clearly
Identification what the goal is.

Step 2: Situation This step assesses and evaluates the students and other
stakeholders involved in the curriculum environment. The
Analysis objective is to identify the company’s strengths and weaknesses, as
well as opportunities and threats.

Step 3: Objective This includes curriculum standards target that should be SMART
Setting in nature and must supply the General Objectives of the K to 12
Enhanced Basic Education Program.

Step 4: Curriculum
Strategy This involves segmenting the students, identification of the target
students, position the level of learning, selection of teaching
Development strategies, then translating strategies into an action plan.

Step 5: Strategy
Evaluation and After the strategy is developed, periodic monitoring and evaluation
Control are needed. This is necessary to identify deviations and make
necessary adjustments and corrections.

Fig. 2. Proposed Strategic Curriculum Standards Development

As presented in Figure 3, the proposed curriculum standard development will seek

to establish a clear and concerted direction for all the teaching and learning activities of an

educational institution. This will also include the plans to reach the primary General

Objectives in the Implementation of K to 12 Enhanced Basic Education Program

specifically Senior High School Curriculum.

40
IV. Adjustments

Based on the findings and analysis of the curriculum review.

1. What changes are you going to make in the curriculum?

PRESENT PROPOSAL

Senior High School Senior High School

Curriculum Curriculum

Actual Teaching and Actual Teaching and

Learning Process Learning Process

Grade 12 Exit
Assessment
Fig. 3. Proposed Changed of the Curriculum

Based on the visual presentation given below, as presented on the left side is

the present general understanding of the curriculum being implemented, wherein

teachers need to follow curriculum standards and learning competencies set on each

subject area. With the help of the curriculum guide and some textbooks, teachers are

allowed to use variety of teaching strategies in order to deliver the most relevant and

accurate teaching and learning experience. Group and individual assessments and

collaboration are also practiced through out the

41
school year as identified under „Actual Teaching and Learning Process.‟ At the end of

the cycle, Grade 12 Exit Assessment test is being provided to measure the cognitive

aspects of students to selected Core Subjects in Senior High School.

However, this curriculum review an intended suggestion of employing an

assessment test, also known as Specialized Course Assessment Test (SCAT) that will

measure the cognitive abilities and fully characterize the students‟ strengths and

weaknesses pertaining to their respective specialized subjects, such as Fundamentals

of Accounting, Business, and Management 1 and 2, Pre-Calculus and Basic Calculus,

and as such.

2. How will you adjust the classroom instruction and modify learning activities?

Subject
Content

Subject-Based Skills-Oriented
Activities Activities

Student

Fig. 4. Proposed Modified Classroom Instruction and Learning Activities

Based on the figure, the teacher-facilitator will be providing „subject- based

activities,‟ wherein teaching methods usually include oral discussions and

explanations, lectures, and question and answer. These activities aim to expose

students to a variety of ideas, moving from topic to topic, as well as

42
 help students ready to comprehend a concept. Since a concept gradually increases

its difficulty, next phase is the „skills-oriented activities,‟ wherein students are

given a time to develop and improve their skills for them to continuously

reinforcing the fundamentals and important details in a topic.

After the two significant phases of learning the subject matter, student

workbook content can be answered by the student before, during, and after; thus,

can react to skills-oriented activities and subject-based activities to immediately

assess and evaluate prior learning and learning gained aside from the Summative

Assessment that may be given depending on the topics covered in a chapter of a

specific subject.

V. Identify the steps to be undertaken to implement the changes

A. Action Plan in the Implementation of Change

Recommendation from the analysis phase is documented in an action plan,

which documents the steps that must be taken by the faculty or department to

achieve set goals.

Recommendations

1. Specialized Course Assessment Test (SCAT)

- Bridging Program for Non-Passer of the SCAT
2. Student Workbook (Learning Material)

Goals

1. Improve the learning experience and the success of learners

2. Improve the progress of learners at risk
3. Build stronger bridges between the demand of the course and knowledge
and skills gap.

43
 Key Objectives

1. Deliver a “step-change” in the development of critical skills, knowledge,

and competencies through test to assess the student if subject objective
has been met.
2. Improve the learning experience and learning outcomes for learners
impacted by the subjects that need high demand of cognitive skills.

Recommen-
dations Action Item Timeline Person
Involved
Specialized 1. Provide a review of the topics S.Y. Round Curriculum
Course discussed Supervisor
Assessment District
Test (SCAT) 2. Create a standardized quarter Supervisors
examination per division to S.Y. round School Head
ensure the congruency of each Strand
item Coordinators

3. Ensure a Bridging Program for -----

the non-passer students of
SCAT depending on the strand
and reassess after the program

1. Increase the number of Strand

Student individual and group works to Coordinators
Workbook be used in the formulation of Master Teachers
student workbook Ongoing Subject Teachers

2. Formulate various learning

exercises on each specialized
subject

Rationale:
1. The program‟s implemented exit assessment only focuses on the course subjects;
therefore, it shows a gap in assessing and evaluating the desired learning outcome
on Specialized Courses such as Fundamentals of Accounting, Business, and
Management 1 and 2 as well as Pre-Calculus and Basic Calculus
and other specialized subjects on different strands.

44
 2. Data from the students‟ learning material/resource of the selected specialized
subjects indicate a need to revisit the provided learning material given to students
and to increase the continuity level of learning exercises through student workbook.

(Note: Generalized action item provided only.)

B. Suggested Curriculum Mapping Guiding Principles

 Course outcomes to program-level learning outcomes

 Student assessments to course outcomes
 Teaching and learning activities to course outcomes

VI. Conclusions and Recommendations

As presented in this curriculum review, investigating the curricular design and

implementation is a complex understanding and so is reviewing the curriculum of

Senior High School. The research team has conducted its work within the climate of

the general objectives of the K to 12 Enhanced Basic Education Program, its salient

features, content standards, the methods of teaching and learning materials/resources,

and the qualification of the teachers involved in delivering the subject matter for the

end goal of creating a 21st century learner.

The senior high school curriculum has been officially running for more than 3

years now and is a great timing to discuss the quality of implementation being

executed in public and private educational institutions. Education is not simply a

bottom-line phenomenon. Thus, the effectiveness of curricula depends not only on a

simple average or accumulation of effects across test takers such as the National Grade

12 Exit Assessment, but on a careful assessment of the

45
distribution of effects across grades and topics and across the myriad of unique

regional variations of our nation in terms of other educational aspects. More so, it is

also very important to employ an assessment for specialized courses in the curriculum

to validate the effectiveness of the specialized courses and check for any gaps that may

arise after the assessment.

Furthermore, implementation cannot just be achieved by a blind execution of

procedures, but rather by the development of a community of teachers competently

prepared to make appropriate use of materials and exercise judgment in their use.

Also, the presentation of the subject objectives in the curriculum guide is a set of tasks

linked to relevant standards, which should engage students, build on their prior

knowledge, and help them in gaining the proficiency of required knowledge needed as

world class learners.

The research team held fast to a commitment, our greatest contribution would

be to clarify the effectiveness and efficiency in the selected specialized subject that

may determine their readiness on their chosen path in the future. In addition,

researchers want to emphasize the significance of teachers‟ qualifications or

educational background in the delivery of the subject content. Furthermore, the

introduction of student workbook to students‟ that could easily measure there learning

level of a specific subject matter.

However, the different framework presented herein is a not a perfect solution to

the problems of assessing the implementation of senior high school curriculum, but

rather view it as a way to take stock of our knowledge base and stimulate the field to

modify or refine. More so, the best that can be asked for and

46
 expected is that curriculum reform should be conducted with care and sensitivity.

Also, it is recommended that the guiding principles of the curriculum review should be

a teachers-led, evidence-based, student-learning focused, program- level focused, and

an on-going effort to continuously improve the program through action plan and

research orientation.

VII. Crafted Benefits of the Curriculum Review

Improve the Student Learning Experience

47
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