St.

Paul University Philippines

Tuguegarao City, Cagayan 3500

GRADUATE SCHOOL

ACADEMIC REQUIREMENT
IN
CURRICULUM DEVELOPMENT

By:
IRYSH DYANNARAH B. PALATTAO
MST- Social Science, First Semester
EDUC 204- CURRICULUM DEVELOPMENT
Dr. TEOTICIA TAGUIBAO, Professor
 TABLE OF CONTENTS

I. Comparison and Analysis of Curriculum Design

Process between Two Countries…………………………………………………………1-3

II. Discussion on the Role of a Teacher when

Planning, Evaluating and Implementing a
School Curriculum………………………………………………………………………4-5

III. Personal Reflection on the Course ( EDUC 204 )……………………………….…… 5-6

 I. Comparison and Analysis of Curriculum Design Process between Two Countries

The Philippine educational system keeps on evolving just as any other educational system
does in other countries in order to keep abreast of the demands of the times. It has been observed
that the Philippines has been lagging behind other countries in terms of academic education,
proof of which was the dismal performance of our students in Mathematics and Science in
international assessments apart from the fact that our High School graduates lacked the basic
employability skills expected of them after completing secondary education. With this
realization, education managers in our country made a thorough review of our Philippine
educational system bench marking with other countries not only in Asia but in more progressive
and advanced countries in the world. It was noted that the Philippine educational system paled in
comparison with the curriculum of many countries in Asia with 10 – year basic education
program. Our basic education curriculum was too congested so that our students were supposed
to learn in 12 years were take only in ten years, hence Kto12 policy was implemented. Whereas,
Kto12 is an educational system that sums up primary and secondary education. It extends the
former K+10 policy by adding a Senior High School Program consisting of two years. During
these two years, students are taught Academics, Technical-vocational, or Sports and Arts. Also,
the curriculum allows specializations in Science and Technology, Music and Arts, Agriculture
and Fisheries, Sports, Business and Entrepreneurship.

In this regard, comparing it now to other countries like Singapore, our educational system
enhances the basic education curriculum which provides better quality education for all. The two
additional years, help prepare the qualify students for gainful employment even before going to
college as they are expected to have been equipped with skills required in the workplace. It has
been few years since the implementation of the Kto12 Program, and the full scale results have
yet to be determined in terms of effectiveness, but for now, we remain hopeful. Just as what
happens to innovation, there are flaws that are still being corrected, but in due time, the process
will be refined and perfected. We look forward to seeing graduates conquer the global workforce
with the stamp of excellence and will shout again with great pride “Yes the Filipino can “.

The table shows the comparison of the curriculum design of two countries.

Country Salient Features Standards of the Assessment Progression, Structure,

Curriculum Organization

Philippines  It focuses on the  Learner- Individual  Follows the

holistic centered assessment, spiral
( Kto12 development of  Relevant, collaborative progression
Basic the learner. responsive and assessment approach where
Education  It is geared research-based in learning is a
Curriculu towards the  Culture-  Grades are process of
m) development of sensitive computed building upon
holistically  Contextualized divided to previously

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 developed and global Written learned
Filipino with 21st  Uses Works knowledge
century skills pedagogical (WW),  Students’
who is ready for approaches that Performace progress in their
employment, are Tasks learning as it
entrepreneurship, constructivist, ( PT ), and entails going
middle level inquiry-based, Quarterly from simple to
skills reflective, Assessment more complex
development and collaborative depending knowledge or
higher education and itegrative on the skills.
upon graduation.  Adheres to the weights of  From the use of
principles and the bilingual
framework of components/ education
MTB-MLE percentage ( English and
 Uses spiral for each Filipino), The
progression subject. Mother Tongue
approach to  Assessment will be the
ensure mastery is given to medium of
of knowledge grade 6 instruction from
and skills after which Grades 1-3.
each level serves as  Kto12 means for
 Flexible enough exit Kindergarten
to enable and examination plus 6 years in
allow schools to and entrance the basic
localized, examination education and
indigenized, and for Grade 7. the additional
enhance the  NAT is two years for
same based on given by the SHS means that
their respective end of the high school
educational and Grade 10 graduates are
social contexts. and 12 as better prepared
envisioned for whatever
to be the path they will
exit choose, and they
examination are of legal age
and at the to be lawfully
same time employed
the entrance
examination
for college.

Singapore  Learning  Help students to  A test is  Students take an end

focuses in discover their given at of cycle examination
many aspects own talents, to the end of to determine if
that includes make the best of lower students can proceed
 literacy, these talents and primary to secondary level.
numeracy, realize their full ( end of  Years 1-4 are
bilingualism, potential,, and to year 3 ) foundational stage
sciences, develop the and at the and years 5-6 are
humanities, passion for end of the orientation stages.
aesthetics, learning that lasts upper  Streams stuents at
PE through life. primary the first year: special
 The desired ( year 6 ) course, normal
outcomes of  At the course, and express
education start of course.
articulates the upper  Students who fiish
importance of secondary secondary education
holistically level by year 4 can go to
nurturing students ( years junior colleges.
to become well- 11-12 ),  Four streams
rounded persons- students available for Year 10
morally, are students: ( 1) Arts
intellectually, classified stream, ( 2) science
physically, according stream 3 () technical
socially, to their stream, and ( 4)
aesthetically interests, religious streams.
through a set of and
core skills and abilities.
values.

CONCLUSION:

The curriculum design of the Philippines considers every aspect of development of the
learners so that graduates will be holistically developed, equipped with 21st century skills and
prepare for employment, entrepreneurship, middle level skills or higher education It also
considers the nature and the needs of the learners. Moreover, it responds to the local and global
needs.

On the other hand, the curriculum design of Singapore also focuses in many aspects of
learners’ growth. Learners become well-rounded persons by letting them discover their own
talents, thus, they are able to develop a passion for learning.

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II. Discussion on the Role of a Teacher when Planning, Evaluating and Implementing a
School Curriculum

In order for us to understand the role of teachers in the planning, implementation and
evaluation of the curriculum we should talk about the importance of curriculum in a school and
the teachers engagement in the development of curriculum process.

Good curriculum plays an important role in forging life-long learning competencies,

social attitudes and skills such as tolerance and respect, peaceful conflict management, gender
equality and social justice. Besides, it also contributes to thinking skills, creativity and the
acquisition of relevant knowledge that is applicable to their daily life and careers. It also supports
the learner’s personal development by enhancing their self-respect, confidence, motivation and
aspirations.

All this curriculum is implemented by teachers and depends on the quality of teaching
and learning strategies, learning materials and assessment. Only those teachers who are trainees
can play an effective role in defining and implementing the curriculum. This entails
understanding and participating in the curriculum development process, taking on new roles as
advisors, facilitators and curriculum developers.

Policy makers should no longer assume that curriculum implementation is a process that
translates directly into classroom reality. Teachers are those who ultimately decide the fate of
any educational enterprise. Consequently, teacher’s attitudes, feelings and perceptions should not
be devalued before the launching of any innovation in the curriculum.

Policy makers should identify, analyze and address any discrepancies between teachers
opinions and ideas offered for curriculum innovation. Implementation is an interaction between
those who have created the programme and those who are charged to deliver it. (Ornstein and
Hunkins, 1998).

A teacher does more than just implement the curriculum. While curriculum specialists,
administrators and outside education companies spend countless hours developing curriculum it
is the teachers who know best what the curriculum should look like. After all, they work directly
with the students who are meant to benefit from the curriculum that’s why teachers must play an
integral role in every step of the process in order to create a strong curriculum.

If there’s anyone who knows the students better than anyone involved in the curriculum
process, it is the teacher that is why teachers also plays an important role in curriculum planning.
While the state often dictates the skills covered by the curriculum, a teacher can provide insight
into the types of materials, activities and specific skills that need to be included. Teachers from
multiple grade levels may collaborate to identify skills students need at each level and ensure
that the curriculum adequately prepares students to advance to the next grade-level.

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 Finally, the need to evaluate the curriculum arises because it is necessary for both
teachers and students to determine the extent to which their current curricular program and its
implementation have produced positive and curricular suitable outcomes for students.

A teacher’s role in curriculum evaluation affects the school’s choice of textbooks as well
as adaptation of special programs to augment educational standards.

The final role of a teacher which is to evaluate is vital to his or her success. It is this role
that allows the teacher to find value from their work. As teachers provide input they will gain
ownership in the product and feel more confident that the curriculum was created with their
concerns and the needs of their students in mind.

III. Personal Reflection on the Course ( EDUC 204 )

Learning is a never ending process. In like manner, teaching and learning does not exist
without a learner, a teacher, and a curriculum as well. Hence, a curriculum is important in an
educational system. This serves as a guiding tool for teachers and learners in achieving a quality
education which makes every learner free from ignorance. As Cunningham said,” Curriculum is
a tool in the hands of the artist (teacher) to mold his material (pupil) according to his ideas (aims
and objectives) in his studio (school)”. This explains, that curriculum helps the education process
successful most especially when set goals are met. Thus, for a society to achieve its educational
goals, it needs a curriculum that is functional and relevant to its needs.

When teaching is routinely done, learners get bored by the same-old-lectures in which
instructors do. Thinking outside the box could solve this problem. The school is where they
spend most of their time and so it is just that they should enjoy their stay in what we call their
second home. The school is where they start to nurture their own future. Therefore, creating a
curriculum that would entice their opportunities to learn is what they need and what the school
has to offer.

Why is there a need to develop and design a curriculum? What are the functions and
needs of curriculum design process, theory and analysis? How important is a curriculum? These
were just some of the queries that we, teachers, usually find and ask for answers. Hence, having
enrolled in this course gave me a clearer understanding on the answers about these queries.

As such, developing a curriculum serves as the first step used by a teacher to help
him/her develop engaging lessons. Lessons that are best means to facilitate the diversity of
learning styles of diverse learners. Activities which hone and develop the heart, the mind, and the
hands, of every learner. Whereas, when it is developed properly, teachers and learners are
benefited in order to become proficient as set goals are being attained.

Furthermore, curriculum is designed to meet the individual needs and objectives of every
learner during the course of their study depending on the level of their experience, energy,

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capability and interest. Also, designing a curriculum and assessment helps a teacher to organize
what he/she wants his/her students need to learn and how to learn. Because, a curriculum which
is not designed/ planned properly is just like a teacher who enters his/her class not knowing what
to teach or how to teach a lesson, thus, makes it to be a disaster for her/ him because at the end,
the learners haven’t learnt anything apart from the fact that the teacher seems confused and
would be mentally stressed out due to lack of planning. Just like a well- planned lesson plan that
a teacher needs, curriculum must also be well-designed for a great success of learning and for the
benefits of both a teacher and a learner.

Indeed, curriculum as planned sequence of learning experiences is very important. The

functions of each stake holder should also be considered in designing a curriculum in order to
develop the best curriculum that would cater and identify the strengths and weaknesses of each
learner as regards to the concepts and experiences that we want them to learn. Knowing all of
these, we, as educators, and as curricularists should take time to nurture and nourish the skills of
every student and concentrate some more on uncovering their about-to be- discovered talents that
may contribute to their well-being and to their future.