Historical

Development
of Philippine
Curriculum
SEDP, RBEC, 2010 SEC UbD Model
 “Effective teachers DON’T cover the
curriculum...
-they UNCOVER it! .”
Book —ANN PARKER
Title (Kannapolis City School)
Secondary Education
Development Program
(SEDP)
Rationale

“basic intellectual skills and learning tools to continue

learning and the values for successfully living lives in the
society”

As mentioned in the paper of Director Esperanza A. Gonzales of the Bureau of Secondary

Education, Department of Education, Culture and Sports, entitled “THE 1989 SECONDARY
EDUCATION CURRICULUM”, when the first graduates of the New Elementary School
Curriculum (NESC) come to the high schools in 1989…
The New Elementary School Curriculum
● Primary Education
○ a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution
contains the ten fundamental aims of education in the Philippines. It is also seen that under the 1987
Constitution (under Section 2 (2), Article XIV), only elementary school was made compulsory. ( February
2, 1987)
○ Primary education is compulsory and is six years in duration divided into a four-year primary cycle and a two-
year intermediate cycle .

■ Children generally begin first graduate seven years of age; however , private schools often operate
a seven-year curriculum starting a year earlier.

■ Students are annually promoted from one grade to the next provided that they meet the achievement
standards set for the grade. Students are rated in every subject four times during the year.
The New Elementary School Curriculum
■ A cumulative rating system is used as the basis for promotion. The passing grade is 75 percent. In
grades I & II the medium of instruction is generally in the local dialect, of which there are more
than 170 nationally, with English and Filipino taught as second languages . From grade III
onwards mathematics and science are taught in English with the social sciences and humanities
taught in Filipino.

Primary: Four years (grades I – IV, age seven to 11)

Intermediate: Two years (grades V – VI, age11 to 13)

Curriculum:

Core subjects: Language arts (Filipino, English and local dialect),Mathematics, Health
and Science.
The New Elementary School Curriculum
 Makabayan subjects:

 In grades I – III: Students study civics and culture.

 Grades IV– VI: Students study music, arts and physical education; home economics and
livelihood ; and social studies.

 Values education and good manners and right conduct are integrated in all learning areas.

Makabayan is described by the ministry as a learning area that serves as a practice

environment for holistic learning to develop a healthy personal and national self-identity .
Ideally, it entails the adoption of modes of integrative teaching that will enable the student
to process and synthesize a wide range of skills and values (cultural, aesthetic, athletic ,
vocational, politico-economic, and ethical.
Leaving Certificate: After satisfactorily completing the six-year elementary curriculum ,
students receive a Certificate of Graduation from the elementary school. No examination is
required for admission to public secondary schools.
Why the need to change the 1973
Revised Secondary Program?
● The multi-disciplinary and inter- disciplinary approaches which were good
features of the 1973 revised curriculum were not reflected in the
instructional materials or in the classroom processes.
● The desire to develop among students good work attitudes fell short of
expectations
● The conceptual approach to problem solving in the social sciences proved
ineffective for learning the content of social science subjects, etc .
Legal Bases
● The 1987 Constitution in Article XIV Sec. 1 states that “The State shall protect and
promote the right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.” Sec. 3 (1), (2), Sections
14, 19 and Art. XV Sec.1 which were cited in the previous chapters expressly stated
education-related constitutional requirements serving as the primary legal bases of
the 1989 SEDP.
● D No. 6-A and Batas Pambansa Blg. 232 otherwise known as Education Act of 1982
clearly spells the need for the kind of the education that will continue general
education stared in the elementary grades; prepare learners for college and prepare
learners for the world of work.

○ This curriculum is supportive of the Medium Term Development Plan targets

and the values development thrusts in accordance with the Values Education
Framework of the DECS
 Main Components and Goals of SEDP

Provision of quality textbooks/teachers’ manuals on a1:1 basis.

Provision of science and work education equipment

Staff development (short and long term)

Curriculum reform

Research studies on NCEE, barangay high schools, career guidance, etc

Assistance to private education

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In addition to this, SEDP will also undertake or expand the school building program, service
contracting scheme and other alternative delivery system.
Objectives of the New Secondary Curriculum
● Develop an enlightened commitment to the national ideals by cherishing, reserving,
and developing moral, spiritual and socio- cultural values, as well as other desirable
aspects of the Filipino heritage;
● Obtain knowledge and form desirable attitudes for understanding the nature and
purpose of man and therefore, of one’s self, one’s own people, and other races,
places and times, thereby, promoting a keen sense of self, of family and of national
and international communities;
● Acquire works skills, Knowledge and information and work ethic essential for
making an intelligent choice of an occupation or career, and for specialized training
in specific occupations;
● Develop skills inn higher intellectual operations and more complex comprehension
and expression activities and in thinking, intelligently and critically and creatively in
life situations;
● Broaden and heighten their abilities in the appreciation for the arts, science and
technology as means for maximizing their potentials foe self-fulfillment and for
promoting the welfare of others.
Scope and Sequence of the Curriculum
● There are 8 subjects from 1st year to 4th year
○ English
○ Filipino
○ Mathematics
○ Science and Technology
○ Araling Panlipunan
○ Edukasyon, Pangkatawan, Kalusugan at Musika
○ Technology and Home Economics
○ Edukasyon sa Pagpapahalaga(Values Education )
Subject Area Description
● The subject areas Filipino and English shall place a strong emphasis on the development of critical thinking skills
and communication competence.
● Araling Panlipunan (Social Studies) shall be taught from the Philippines perspective. The area of study for the
first year is Philippine History, Asian History in the second year. Economics in the third year and World History
in the fourth year.
● Mathematics will include higher level of competencies in preparation for technology course introduced at the
tertiary level.
● In Science; the focus in the first year shall be General Science, Biology in the second year, Chemistry in the third
year and Physics in the fourth year.
● Arts will be added in the third and fourth years to Physical Education, Health and Music.
● The implementation of Technology and Home Economics as a new subject area will be deferred. The teaching of
Practical Arts as currently practice will continue except in the try-out and leader schools.
 NO. OF
SUBJECT AREA UNIT CREDIT
MINUTES
English 1 40

Filipino 1 40

Mathematics 1 40

Science and Technology 1.5 60

Araling Panlipunan 1 40

Edukasyon Pangkatawan, 1 40
Kalusugan, Musika at Sining (III, IV)
Technology ( I, II) and Home
Economics (III-IV) Practical Arts for SY
(1989) 2 60

Edukasyon sa Pagpapahalaga 1 40
Curriculum, Validity, Relevance and Effectiveness
● This new curriculum was tried out in 80 pilot schools representing seven (7) types of secondary schools, namely:
○ Barangay
○ Municipal
○ Provincial
○ City
○ Vocational
○ Private secretary
○ Private non-sectarian

○ Try-out classes were regularly monitored and evaluated twice.

Curriculum, Validity, Relevance and Effectiveness
● Studies to determine the effectiveness of teaching and learning were conducted.
○ These studies included surveys of students’, teachers’, and administrators perceptions on the new
textbooks, medium of instruction, time allotment and new subject areas.

○ Staff development programs were undertaken, including the training by selected centers of public and
private school regional trainers; leadership training for secondary school principals/administrators for both
public and private schools; and there will be mass training of first year teachers for both public and private
schools in April- May, 1989.

■ Among the Centers are the Philippine Normal College for English, Filipino and Values education;
UP College of Education for Social Studies, Health and Music; UP ISMED for Science and
Mathematics; TUP for Technology and Home Economics and Work Experience; UP SPEAR FOR
Physical Education; and Maryknoll College for Values Education.
Revised Basic Education
Curriculum
(RBEC 2002-2010)
Revised Basic Education Curriculum (RBEC 2002-2010)
• The implementation of the 2002 Basic Education Curriculum was announced in DepEd Order No. 25, s.
2002, issued on June 17, 2002.
• The actual implementing guidelines were found in DepEd Order No. 43, s. 2002, dated Aug. 29, 2002.
• Less than a year later (on June 12, 2002), a new curriculum (the Revised BEC) was signed into
law.
• The objectives of elementary and secondary education serve as the “official learning goals” of basic education as
stated for a particular population of learners; that is, the elementary and secondary education learners.
• The Bureau of Alternative Learning System (formerly Non-formal Education) likewise has a set of official learning
goals for its particular set of target learners – the out-of-school youth and adults.
• The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general objectives of elementary, secondary,
and non-formal education.
 BEC 2002/ RBEC 2002
Objectives of Elementary Education:

 Provide the knowledge and develop the skills, attitudes, and values essential for personal
development, a productive life, and constructive engagement with a changing social milieu;
Provide learning experiences that increase the child’s awareness of and responsiveness to the just
demands of society;
Promote and intensify awareness of, identification with, and love for our nation and the community
to which the learner belongs;
Promote experiences that develop the learner’s orientation to the world of work and prepare the
learner to engage in honest and gainful work.

The objectives of secondary education are threefold:

 Continue the general education started in elementary.
 Prepare the learners for college.
 Prepare the learners for the world of work.
 BEC 2002/ RBEC 2002

• The objectives of non-formal education are as follows:

 Eradicate illiteracy and raise the level of functional literacy of the population;
 Provide an alternative means of learning and certification for out-of-school youth
and adults;
 Develop among the learners the proper values, attitudes, and knowledge to enable
them to think critically and act creatively for personal, community, and national
development.
 To operationalize the official learning goals, the BEC, was organized into four
 (4) learning areas, considered as the core or tool subjects and one (1) non–core
subject.
 Curriculum Structure

The Core Subjects: Filipino, English, Math, Science (Science and Health for
Elementary); (Science and Technology for Secondary)
The Experiential Area:
 Makabayan: Araling Panlipunan
 MAPEH (Music, Arts, PE, and Health)
 TLE
 Edukasyon sa Pagpapahalaga (the practice for environment for holistic
learning to develop a healthy personal and national self-identity)
 Curriculum Structure
Medium of Instruction: Pursuant to the DepEd Bilingual Policy (DepEd Order
No. 52, s, 1987), the medium of instruction shall be as follows:

●For Elementary Education:

>Filipino shall be used in the following areas: Filipino; Makabayan
>English shall be used in the following learning areas: English; Science; Mathematics

●For Secondary Education:

>English: Mathematics; Science and Technology; English; Technology and
Livelihood Education; MAPEH; CAT
>Filipino: Edukasyon sa Pagpapahalaga (Values Education) Araling Panlipunan, Filipino
RBEC Time Allotment Elementary School Curriculum
RBEC Time Allotment Secondary School Curriculum
RBEC Secondary School Curriculum
 Secondary Education
Curriculum-
Understanding by Design
Model 2010
(UbDModel)
Rationale
● As a matter of practice, the curriculum in the Philippines is revised every ten years,
but the rapid rate of change in education and the fast obsolescence of knowledge
necessitate a continual revisiting and updating of the curriculum to make it responsive
to emerging changes in the needs of the learner and the society.
● Aside from the issue of relevance, the refinement of the secondary education
curriculum was guided by the need, as articulated in the Education Plan 2015, to
streamline its content in order to improve student mastery and contribute to the
attainment of functional literacy. This became the primary consideration in the design
of the curriculum and the formulation of standards and the essential understandings
from which the content of the curriculum was derived.
● The refinement of the curriculum followed the Understanding by Design (UbD)
model developed by Jay Mctighe and Grant Wiggins.
● DepEd considered this as a new hope for our educational system because it attains
mastery of the subject area in the secondary education
What is Understanding by Design (UbD)
Model?
● Understanding by Design (UbD) is a curriculum framework, i.e., it is a way of
looking at a curriculum. It offers a three-­‐stage, backward process to curriculum
design, hence, it is also known as the “Backward Design Curriculum.”
● Some educators contest that “it is not a curriculum by itself, so technically, to say
‐
'UbD curriculum' is wrong; instead we can say 'UbD-­ized curriculum' (that is, a
curriculum which is designed using the UbD process).”
● This implored us to think about the outcomes, goals, and objectives we had for
student learning first and then plan instruction and develop curriculum to close the
gap between what the students already know and what they need to know.
● The main tenet of the curriculum is understanding versus facts, in which students
must understand not just to memorize facts.
 Stage 2 : Stage
Stage 1
The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay Mctighe
Determin
and Grant Wiggins. The curriculum design has the following elements:

e 3: Plan
:
Acceptabl Learni
Identify e
Desired
ng
Evidence/
Results Assessme Experi
nt ence
Stage 1- Identify Desired Results
• It is the identification of achievable goals for students
A. Results/Desired Outcomes
This stage define what students should be able to know and do at the end of
the program, course, or unit or study generally expressed in terms of overall goals,
specifically defined terms of content and performance standard.
1. Content Standards
Specify the essential knowledge (includes the most important and enduring
ideas, issues, principles and concept from the disciplines), skills and habit of mind that
should be taught and learned. They answer the question, “What should students know and
be able to do?”
Stage 1- Identify Desired Results
2. Performance Standards
Express the degree or quality or proficiency that students are expected to demonstrate in
relation to the content standards. They answer the question, “How well must students do their work?”
or “At what level of performance would the student be appropriately qualified or certified?”
B. Essential Understanding
These are the big and enduring ideas at the heart of the discipline and which we want the
children to remember even lone after they leave school.
C. Essential Questions
These are open-ended provocative questions that spark thinking and further inquiry into
the essential meanings and understandings.
D. Curriculum Objectives
Objectives which are expressed in terms of knowledge and skills that teachers can use as
guide in formulating their own classroom objectives.
Stage 2- Determine Acceptable Evidence/ Assessment
It provides a personalized approach to develop diverse learners to its maximum. It
recognizes and nurture all varied human intelligences that students could make sense on
any subject area.
A. Assessment
Defines acceptable evidence of student’s attainment of desired results, determines
authentic performance tasks that the students is expected to do to demonstrate the desired
understanding and defines the criteria against which the student’s performances or products
shall be judged.
B. Products and Performances
Evidence of the students’ learning and a demonstration of their conceptual
understanding and content and skill acquisition.
Stage 3- Plan Learning Experiences and Instructions
It is achieved by following this sequence: EXPLORE-­‐ FIRM-­‐UP-­‐DEEPEN-­‐ TRANSFER.

A. Learning Plan
Details the instructional activities that the students will go through to attain the
standards.
1. Instructional Activities
Activities which are aligned with the standard and are designed to promote
attainment of desired results.
Strengths of SEC 2010
1. Lean. It focuses on essential understandings.

2. ‐
Sets High Expectations (standard-­based). Expressed in terms of what students should
know and the quality of the skills that they are expected to demonstrate as evidence
of learning.

3. Rich and Challenging. It provides a personalized approach to developing the

students’ multiple intelligences

4. Develops readiness and passion for work and lifelong learning

References
● DO 11, s. 1989, Implementation of the New Secondary Education Curriculum under the 1989 Secondary
Development Program, Retrieved on April 18, 2021 @
https://www.deped.gov.ph/1989/02/20/do-11-s-1989-implementation-of-the-new-secondary-education-curriculum-under-th
e-1989-secondary-development-program-amended-by-do-32-s-1991-corrigendum-to-decs-order-no-11-s-1989-implementa
/

● DO 25, s. 2002, Implementation of the 2002 Basic Education Curriculum, Retrieved on April 18, 2021 @
https://www.deped.gov.ph/2002/06/17/do-25-s-2002-implementation-of-the-2002-basic-education-curriculum/

● DO 76, s. 2010, Policy Guidelines on the Implementation of the 2010 Secondary Education Curriculum (SEC), Retrieved
on April 18, 2021 @
https://www.deped.gov.ph/2010/06/03/do-76-s-2010-policy-guidelines-on-the-implementation-of-the-2010-secondary-edu
cation-curriculum-sec/
Thank you!!

REZA V. MANAPO
Presenter