Chapter

The Teacher 5: Curriculum

and the School Implementation
Curriculum A Guide to Curriculum Development
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WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

Objectives
• Identify different curriculum workers;
• Analyze different levels of curriculum implementation in the
Philippine context; and
• Discuss the things to consider in implementing a curriculum.

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 Concept of Curriculum Implementation
• Curriculum implementation, from the term itself, focuses on
the actual implementation of the curriculum from the
national level to the local school context.
• It describes the dynamics on how various curriculum workers
strive to do their functions in order to attain educational
goals, programs, and policies set by the country, region,
division, district, and down to the local school level. Each of
these levels has specific functions to do.

WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

 Curriculum Workers
• The success or failure of any curriculum depends on the
people working for its implementation. Oliva (2005)
identified these people as curriculum workers.
• At any level of curriculum implementation, curriculum
workers, through their expertise, creativity, and dedication,
make sure that the curriculum is implemented as planned.

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 Examples of Curriculum Workers
• Teachers
• Principal
• Curriculum Consultants
• District Supervisor

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 Examples of Curriculum Workers
• Education Supervisors
• Division Superintendents
• Regional Directors
• Technical Panels and Technical Committees

WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

 Levels of Curriculum Implementation in
Basic Education
National Level

Regional Level

Division Level

District Level

Local School Level

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 National Level
• Formulating national educational policies;
• Formulating a national basic education plan;
• Promulgating national educational standards;
• Monitoring and assessing national learning outcomes;
• Undertaking national educational research and studies;
• Enhancing the employment status, professional competence, welfare,
and working conditions of all personnel of the Department; and
• Enhancing the total development of learners through local and
national programs and/or projects

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 Regional Level
• Defining a regional educational policy framework which
reflects the values, needs, and expectations of the
communities they serve;
• Developing a regional basic education plan;
• Developing regional educational standards with a view
towards bench-marking for international competitiveness;

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 Regional Level
• monitoring, evaluating, and assessing regional learning
outcomes;
• undertaking research projects and developing and managing
region-wide projects which may be funded through official
development assistance and/or or other funding agencies;
• ensuring strict compliance with prescribed national criteria
for the recruitment, selection, and training of all staff in the
region and divisions

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 Regional Level
• formulating, in coordination with the regional development
council, the budget to support the regional educational plan
which shall take into account the educational plans of the
divisions and districts;
• determining the organization component of the divisions and
districts and approving the proposed staffing pattern of all
employees in the divisions and districts;
• hiring, placing, and evaluating all employees in the regional
office, except for the position of assistant director;
WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation
 Regional Level
• evaluating all school division superintendents and assistant
division superintendents in the region;
• planning and managing the effective and efficient use of all
personnel, physical and fiscal resources of the regional office,
including professional staff development;
• managing the database and management information system
of the region; and
• approving the establishment of public and private elementary
and high schools and learning centers.
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 Division Level
• developing and implementing division education development
plans;
• planning and managing the effective and efficient use of all
personnel, physical, and fiscal resources of the division,
including professional staff development;
• hiring, placing, and evaluating all division supervisors and
school district supervisors as well as all employees in the
division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent;
WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation
 Division Level
• monitoring the utilization of funds provided by the national government
and the local government units to the schools and learning centers;
• ensuring compliance of quality standards for basic education programs
and for this purpose strengthening the role of division supervisors as
subject area specialists;
• promoting awareness of and adherence by all schools and learning
centers to accreditation standards prescribed by the Secretary of
Education; and
• supervising the operations of all public and private elementary,
secondary, and integrated schools, and learning centers

WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

 District Level
• A schools district through the leadership of the
District Supervisor is responsible for the following:
• providing professional and instructional advice and
support to the school heads and teachers/facilitators of
schools and learning centers in the district or cluster
thereof; and
• curricula supervision.

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 School Level
• setting the mission, vision, goals, and objectives of the
school;
• creating an environment within the school that is conducive
to teaching and learning;
• implementing the school curriculum and being accountable
for higher learning outcomes;

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 School Level
• developing the school education program and school
improvement plan;
• offering educational programs, projects, and services which
provide equitable opportunities for all learners in the
community;
• introducing new and innovative modes of instruction to
achieve higher learning outcomes;

WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

 School Level
• administering and managing all personnel, physical, and
fiscal resources of the school;
• recommending the staffing complement of the school based
on its needs;
• encouraging staff development;

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 School Level
• establishing school and community networks and
encouraging the active participation of teachers
organizations, non-academic personnel of public schools,
and parents-teachers-community associations; and
• accepting donations, gifts, bequests, and grants for the
purpose of upgrading teachers' learning facilitators'
competencies, improving and expanding school facilities, and
providing instructional materials and equipment.

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 Levels of Curriculum Implementation in
Higher Education
Commission on Higher
Education
(National Level)

CHED Regional Offices

Higher Education
Institutions Colleges,
Professional Institutes,
Universities)

WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation

 Things to Consider in Implementing a
Curriculum
• Government Requirements – include memoranda, policies,
guidelines, and requirements from the Department of Education,
Commission on Higher Education, and the Technical Education
Skills Development Authority. The competencies required by the
board exams are also considered.

• School Philosophy, Vision, and Mission, and Core values – must be

considered at the school level especially when selecting the
specific contents and learning experiences for all students enrolled
in each program
WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation
 Things to Consider in Implementing a
Curriculum
•Learning Environment – includes the various school facilities required for the
implementation of each program. These facilities include laboratories,
classroom, library, sports facilities, instructional technologies, and other
facilities prescribed by the government for each program. In some schools,
colleges or universities, housing facilities for faculty and students are also
provided.

•Needs and Demands of the Society – are the needs and demands of the society
that the curriculum must respond to. Curriculum can address these needs and
demands in the macro level by adding subjects or contents, or in the local
school level by integrating specific competencies in the various syllabi for each
course.
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 Things to Consider in Implementing a
Curriculum
• Needs of the Students – including interests, are considered when the school develops
academic policies and in the preparation of course syllabi. At least, the school, college
or university should have an idea of the general profile of students including their
needs and interests when planning and implementing the program.

• Faculty Expertise – the faculty is considered as the most important assets of each
school, college or university. They also play an important role in the implementation of
the curriculum.

• The Changing Nature of Knowledge – includes the theories and research from different
areas and professional organizations in the academe that are also influential in the
implementation of the curriculum. It could result to the integration of important topics
or subjects, and additional facilities.
WWW.REXBOOKSTORE.PH Chapter 5: Curriculum Implementation
 Task for the Week:
Reflect on the lesson and answer activity 23 and 24 on pages
72 and 74 of the coursebook.

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