CURRICULUM- The sum total of all learning content, experiences and resources.

Types of Curriculum-WASH LTR

Written
Assessed
Supported
Hidden
Learned
Taught
Recommended

Recommended Curriculum: Educational Level

 Basic Education
 Technical Vocational Education
 Higher Education
ROLE OF THE TEACHER AS A CURRICULARIST- (KIWI PIE)
 Knower
 Initiator
 Writer
 Innovator
 Planner
 Implementer
 Evaluator

Levels of Curriculum
 Societal
 Institutional
 Instructional
 Experiential

POINT OF VIEW ABOUT THE CURRICULUM

Traditional
Progressive

 Robert Hutchins -Curriculum is viewed as “permanent Studies”

 Arthur Bestor-Curriculum should focus on the fundamental intellectual discipline of grammar,
literature and writing.
 Joseph Schwab- Coined the term discipline. According to him “Curriculum should consist of
knowledge which comes from disciplines which is the sole source”.

Example of Discipline
Discipline Branch
Examples
Business Accounting,
economics,
finance,
management,
 marketing

Humanities Art, history,

languages,
literature,
music,
philosophy,
religion,
theater
Natural and Biology,
applied chemistry,
computer
science,
engineering,
geology,
mathematics,
Physics,
medicine

 Phillip Phenix-Curriculum as what is studied, the “content” or “subject matter” of

instruction.
 John Dewey- “Reflective thinking is a means that unifies curricular elements. Thought is
not derived from action but tested by application.”
 Hollis Caswell-The curriculum is a set of well- organized experiences. Learners must
experience what they learn.

Tyler’s Rationale (4 Basic Principles)

1. What educational purposes should the school seek to attain?
2. What educational learning experiences can Be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?

Tyler's Model

Evaluation
Objectives
Organization of learning experiences
Selection of learning experiences
Hilda Taba Model GRASSROOTS APPROACH
Diagnosis of learners need
Formulation of Objectives
Selection of Content
Organization Content
Selection of Learning Experiences
Organization of learning activities
Evaluation
RALPH HILDA TABA
TYLER
Deductive Inductive
Top down Bottom up

Galen Saylor and William Alexander’s Curriculum Model

FOUR STEPS
1. Goals, Objectives and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
A. Curriculum as a Content
 Body of Knowledge
 Subject Matter
 Syllabus / Books.

Four Ways of Presenting the Content In the Curriculum

1. Topical Approach-EXPERIENCES
2. Concept Approach-CATEGORIZED
3. Thematic Approach-COMBINATION OF CONCEPTUAL
4. Modular Approach-COMPLETE INSTRUCTION
Criteria in the Selection of Content
Validity
1. Significance
2. Validity
3. Utility
4. Learnability
5. Feasibility
6. Interest
Elements of Curriculum Development-BASICS
 Balance-SKILLS AND KNOWLEDGE
 Articulation-INTERRELATEDNESS
 Scope- AREAS OF DEVELOPMENT
 Integration-COMBINING
 Continuity-REPETITION OF IMPORTANT CONCEPTS
 Sequence-SIMPLE-TO-COMPLEX

B. Curriculum as a Process
• Instruction
• Implementation
•Teaching

THE TPACK MODEL

C. Curriculum as a Product

•Learning Outcome
• Knowledge, Skills & Values

1. Planning-Advance arrangement of learning outcome

2. Organizing-Designing/Sequencing of the content
3. Implementing-Put it into action
4. Evaluating-Judge/Assessment of objectives.
5. Monitoring-Curriculum to be retained, improved or Modified
6. Change-Making revisions in the curriculum

FOUNDATIONS OF CURRICULUM
1. PSYCHOLOGICAL FOUNDATIONS
2. PHILOSOPHICAL FOUNDATIONS
3. HISTORICAL FOUNDATIONS
4. EDUCATIONAL FOUNDATIONS

Philosophical Foundation
 PRAGMATISM-praktical
 EXISTENTALISM-individual skills/talent
 AXIOLOGY-Moral/ethics
  REALISM-Truth can be tested and proven
 LOGICAL -HOTS
 METAPHYSICS-Beyond the content,
 EPISTEMOLOGY-Theory of knowledge
 IDEALISM-Mind and spirit

Educational Foundation of Curriculum

 PROGRESSIVISM-Learning by doing
 RECONSTRUCTIONISM-Society responsibility
 ESSENTIALISM-Basics skills/3Rs
 PERENIALISM-Truth / Facts

Historical Foundation of Curriculum

1. Pre-Spanish
2. Spanish
3. American
4. Commonwealth
5. Japanese
6. 3rd Republic
7. New Society
8. Fourth Republic
Presidents of the Philippines
1. Emilio Aguinaldo-Gobernadorcillo of Cavite el Viejo, President of the Tejeros Revolutionary
Government, President of the Biak-na-Bato Republic, Dictator of the Dictatorial Government & President
of the Revolutionary Government
2 Manuel L. Quezon- President of the Senate of the Philippines, Governor of Tayabas
3 Jose P. Laurel- Secretary of the Interior
4 Sergio Osmeña- Governor of Cebu, Secretary of Public Instruction, Vice President of the
Philippines
5 Manuel Roxas Governor of Capiz
6 Elpidio Quirino Vice President of the Philippines
7 Ramon Magsaysay Military Governor of Zambales, Secretary of National Defense
8 Carlos P. Garcia Governor of Bohol, Vice President of the Philippines
9 Diosdado Macapagal Vice President of the Philippines
10 Ferdinand Marcos Sr. Major in the 14th Infantry Division of the US Armed Forces in the
Philippines
11 Corazon Aquino No particular experience
12 Fidel V. Ramos Chief of Staff of the Armed Forces of the Philippines, Secretary of National
Defense
13 Joseph Estrada Mayor of San Juan Vice President of the Philippines, Chairman of the
Presidential Anti-Crime Commission
14 Gloria Macapagal Arroyo Vice President of the Philippines, Secretary of Social Welfare and
Development, Undersecretary of Trade and Industry, Assistant Secretary of Trade and Industry
15 Benigno Aquino III Vice President of Intra-Stra Assurance Corporation
16 Rodrigo DuterteMayor of Davao City, Vice Mayor of Davao City
17 Bongbong Marcos Governor of Ilocos Norte, Vice Governor of Ilocos Norte
HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM
PERIOD FOCUS and DEVELOPMENT
Pre-spanish Survival (Basic Skills)
Spanish Christianity
American Public education
Commonwealth Nationalism
Japanese Love for Labor (Vocational Courses)
3rd Republic Patriotism
New Society (Marcos Administration) Professionalization of teachers
Fourth Generation High Quality Education and Human Rights

Types of Curriculum Design

A. Learner-centered Design
B. Subject-centered Design
C. Problem-centered Design

TYPES OF CURRICULUM DESIGN

1. LEARNER-CENTERED

ACTIVITY
C CHILD-CENTERED
E EXPERIENCE-BASED
PROCESS-ORIENTED
HUMANISTIC

Multiple Intelligences
Intrapersonal
Naturalist
Verbal/linguistic
Interpersonal
Spatial/visualizers
Body kinesthetic
Logical/mathematical
Existentialist
Musical

2. SUBJECT-CENTERED

BROADFIELD- Relationship
FUSED - lost identity
CORRELATED-Integration
SEPARATE-Divide school days
P
 3. PROBLEM-BASED

LIFE SITUATION-SELF
CORE- SOCIETY

CATEGORIES OF CURRICULUM CHANGE

1. Substitution
2. Alteration
3. Restructuring
4. Perturbations
5. Value orientation
According to John Mcneil the different

Types of changes are:

1. Substitution: In this type of change one element is substituted by the other, i.e. one.Course paper/one
unit is replaced with another. Mostly, this kind of change is easily implemented.
2. Alternation: If some material, content, item or procedure is introduced into the existing material and is
adopted, it is considered alteration.
3. Perturbation: Some changes when introduced disturb the programme for sometime and then later on
they get adjusted or adopted into the programme.
4.Restructuring: These changes lead to modification of the system itself. For instance, team teaching,
project method or competency- based teaching and evaluation. This change is like restructuring.
5. Value-oriented change: This change basically brings a shift from one’s philosophy or basic ideology
towards a particular auricular prescription or orientation. Most of them who resist should adjust with
the changes and accept the same. The teachers who cannot adjust their values to such changes may not
be retained for long.

INTENDED LEARNING OUTCOMES

Benjamin Bloom-KC ApAnSE
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluate

Lorin Anderson-RU ApAnEC

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

LEVELS OF KNOWLEDGE
1.Factual knowledge
2.Conceptual knowledge
3.Procedural knowledge
4.Metacognitive knowledge

Factual-Basic Elements for Understanding discipline: Terminology. Information connected Details, vocab
And how they Dates, People ,

Conceptual-How subject Matter is parts & information connected and how they Function Together

Procedural-Knowledge of different “processes, Subject, Specific skills, Methods & Algorithms; WHEN to
use them

Metacognitive-Knowledge about One’s own thinking: Strategies, Cognitive tasks, Self-knowledge of

Strengths & weaknesses.

Learning Outcomes -Action plan for Change Learning Processes (curriculum map)-Assessment Results-
Assessment Process.

CURRICULUM REFORMS

NESC- New Elementary School Curriculum

NSEC-National Secondary Education Curriculum,
RBEC-2002-Revised Basic Education Curriculum
UBD-Understanding by design
K-12 Kindergarten plus 12 years of basic education

K-12 CURRICULUM
 Kindergarten plus 12 years of basic education
 RA 10533
 (Enhanced Basic Education Act of 2013)
 BENIGNO AQUINO III
 Kindergarten is compulsory

REASONS
 Readiness
 International Recognition
 Immersion

K+6+4+2 Model-
Junior High School
Grades 7-10 (12-15 years old)
Elementary School Grades 1-6 (6-11 years old)
Kindergarten (5 years old)
RA 10157- “Kindergarten Education Act” of 2012 Compulsory KINDERGARTEN Mother Tongue Language

Structure of K to 12- DEEPENING AND WIDENING OF

K-KNOWLEDGE
S-SKILLS
A-ATTITUDES

The K-12 Curriculum

Enhanced Basic Education Curriculum

Phases of Implementation:

S.Y. 2011-2012-Universal Kindergarten

S.Y. 2012-2013- Official implementation
2013 K-12 enacted into law
2014-Curriculum for Grades 11-12 finished
S.Y. 2016-2017-Completion of infrastructure and arrangements for SHS/First batch of Grade 11
S.Y. 2017-2018 – First batch of Grade 12 2018 First batch of SHS Graduates
Phases of Implementation:
2018 First batch of Graduates
2017-2018 First batch Grade 12
2016-2017-First batch of Grade 11
June 12, 2013 – Date it takes effect
May 15, 2013- K-12 Date of Approval
2012-2013-Universal Kindergarten

Technical-Vocational Livelihood Track

a. Home Economics Stand
b. Information and Communication Technology Strand
c. Agri-Fisheries Strand
d. Industrial Arts Strand

Grading System
Table 4. Weight of the Components for Grades 1-10

Components Languages Science EPP/

AP Math TLE
ESP MAPEH

Written Work 30 40 20
Performance Tasks 50 40 60
Quarterly Assessment 20 20 20
Four core values in Basic Education Curriculum: 4M

1.Maka-Diyos (pro-God)
2.Maka-tao (pro-man)
3.Maka-kalikasan (pro-nature)
4.Maka-bansa (pro-country)

MELCS
•The Most Essential Learning Competencies
-60% reduction of learning competencies found in K to 12 Curriculum Guide

14,171 → 5, 689
•The reduction of the number of competencies may lead to more focused teaching
DISTANCE LEARNING-Students and teachers are not physically present in one designated
place/classroom.
Blended/Flexible Learning-Combination of F2F and Distance Learning
Experiential Learning- Lifelong learning. Immersion, apprenticeship, practicum

ALTERNATIVE LEARNING SYSTEM (ALS)

BUREAU OF ALTERNATIVE LEARNING SYSTEMS (BALS)
 Basic Literacy Program
 Continuing Education Program – Accreditation and Equivalency (A & E)
Other Alternative Delivery Modes Programs

Collaboration – IMPACT
Division of population – MISOSA
Advanced Learners – EASE
Unable to attend school – OHSP

Multigrade Instruction
Different skills and abilitiesl
Different needs
Different developmental levels

21st Century Education Attributes

1. Integrated and Interdisciplinary
2. Technology and multimedia
3. Global classrooms
4. Creating to constant personal and Social change and lifelong Learning
Characteristics: 21st Century Teachers
1.Multi-literate
2.Multi-specialist
3.Multi-skilled
4.Self-directed
5.Lifelong learner
6.Flexible
7.Creative problem solver
8.Critical thinker
9. Has passion
10.High EQ

Technology Tools of 21st Century Education

1. Affinity Groups
2. Blogs
3. E-portfolio
4. Hypertext
5. Podcasts
6. Web 2.0
7. Myspace
8. Second Life
9. Semantic Web
10. Webkinz
Framework for 21st Century Education

Integrating 21” Century Skills in Teaching and Learning Process

Approaches to Integration

1. Multidisciplinary Approach
2. Interdisciplinary Approach
3. Transdisciplinary Approach

Methods of Curriculum Integration

1. Project-Based Learning
2. Service Learning
3. Learning Centers/ Parallel Disciplines
4. Theme-based
5. Fusion
Multi-literacy VS. Global Literacy

Dimensions of Global Education

Dimension 1: Examine issues of local, global, and cultural Significance
Dimension 2: Understand and Appreciate the perspective World views of others
Dimension 3: Engage in Open, Appropriate and Effective Interactions across Cultures
Dimension 4: Take action for collective well-being and Sustainable development

Social Literacy

Types of Social Skills

1. Effective communication
2. Conflict resolution
3. Active listening
4. Empathy
5. Relationship management
6. Respect
7. Problem-solving skills
8. Interpersonal skills
 Media Literacy
1. Roles of Media Literacy
2. Learn to think critically
3. Become a smart consumer of products and information
4. Recognize point of view 4. Create media responsibly
5. Identify the role of media in our culture

Media and Information Literacy (MIL)

Dimensions of MIL
1. Tool Literacy
2. Resource Literacy
3. Social-Structural Literacy
4. Research Literacy
5. Publishing Literacy 6. Emerging Technology Literacy
6. Critical Literacy

Integrating Media Literacy in the Curriculum

Financial Literacy- ✓Spending
✔Financial Planning
✓Investment and Investing
✓Savings

Common Financial Scams

1. Phishing
2. Social media scams
3. Phone scams
4. Stolen Credit Card Numbers
5. 5. Identity Theft

Avoid
1. Never wire money to a stranger
2. Don't give out financial information
3. Never click on hyperlinks in emails
4. Use difficult passwords
5. Don't download software from pop-up windows

Eco Literacy
Integrating Ecological Literacy into the Curriculum

1. Place-Based Learning
2. Project-Based Learning
3. Socratic Inquiry
4. Experiential Learning
5. Interdisciplinary Learning

Visual Literacy- Refers to interpreting and Creating visual images

Verbal Creativity
 1. Fluency
2. Flexibility
3. Originality
4. Elaboration

Integrating Arts and Creativity Literacy

1. Physical environment 2. Emotional environment

2. Project-based Learning
3. Teach Creative thinking Skills
4. Alternative assessments
5. Scheduling
6. Student Centered and
7. Personalized Learning
8. Incorporate arts
9. Integration of technologies
10. Preparing the body and brain for creativity