Republic of the Philippines

Commission on Higher Education

Region V
LIGAO COMMUNITY COLLEGE
Soledad St., Guilid, Ligao City
Email-Address: [email protected]
Tel. Nos.: 0926-772-1213 / (052) 830 – 6446

Prof Ed 4
The Teacher and the School Curriculum
Week 3 (Saturday and Sunday Activity)

HELEN GAIL P. EMBUDO

TCP-B

I. Answer the following questions. Expound your answer.

1. Select an existing curriculum to work with. This could be a school curriculum, a corporate training
program, or any educational resource that contains a structured plan for learning.

K to 12 Basic Education Curriculum

2. Curriculum Analysis
Thoroughly review the chosen curriculum. Take notes and identify key elements, strengths,
weaknesses, and any aspects that align with or challenge their understanding of curriculum
concepts.

3. Critical Evaluation. Answer the following questions:

a. Are the curriculum goals and objectives clear and appropriate?

• The K to 12 Basic Education Program in the Philippines, introduced by the Department of Education
(DepEd), represents a pivotal educational reform aimed at addressing long-standing issues and
preparing Filipino students for the demands of the 21st century. The goals and objectives of the said
curriculum are clear and appropriate as it explicitly provided the ultimate objectives of the curriculum
and appropriate as it aligns well with national, international and future needs.

First and foremost, the goals of the K to 12 program are exceptionally clear and follows the SMART
criteria. The goals are specific as the K to 12 curriculum specifies clear and specific goals such as
improving global competitiveness, promoting holistic development, and enhancing workforce
readiness. It outlines the need to extend basic education to 12 years and develop students' skills,
knowledge, and values comprehensively, and measurable as the curriculum's goals are can be
measured through various indicators, including standardized tests, assessment scores, graduation
rates, and job placement rates. Additionally, the goals set by the K to 12 curriculum are attainable
given the resources, infrastructure, and commitment to educational reform in the Philippines. The
government has allocated resources and implemented policies to make these goals achievable, such
as the construction of new school facilities and the training of teachers to deliver the curriculum
effectively. Also, goals are highly relevant to the current and future needs of the Philippines. They
address issues like global competitiveness, workforce skills, inclusivity, and alignment with
international standards, which are essential for the nation's development and prosperity. Lastly, the
K to 12 curriculum has set specific timelines for its implementation. It was introduced gradually, with
a clear timeframe for rolling out different phases of the program, including the introduction of Senior
High School. These time-bound milestones ensure accountability and progress tracking.

Accordingly, the appropriateness of the curriculum is evident in several ways. Firstly, its alignment
with national needs. The goals of the K to 12 program align perfectly with the pressing needs of the
Philippines as it aims to enhance global competitiveness, fostering holistic development, and
preparing students for the workforce which addresses the key challenges facing the nation. At the
same time, the program's goals are also appropriate because they align with international best
practices in education. By following the K-12 model widely adopted in other countries, the Philippines
ensures that its graduates are better equipped to compete globally and participate in international
collaborations. Lastly, the goals are appropriate as it serves as a preparation for the future. The
curriculum's focus on 21st-century skills, including critical thinking, creativity, communication, and
collaboration, reflects the needs of the rapidly evolving world. These skills are essential for success
in the modern workplace and society.
 In conclusion, the Department of Education's goals for the K to 12 Basic Education Program in the
Philippines are both clear and appropriate. They provide a comprehensive vision for the nation's
education system, addressing the imperative for global competitiveness, holistic development,
workforce readiness, inclusivity, and long-term economic growth. These goals are not only aligned
with the country's needs but also reflect international best practices and are designed for attainability.
Thus, the K to 12 program stands as a well-conceived and vital step toward enhancing the quality of
education and preparing Filipino students for a brighter future.

4. Does the curriculum effectively address diverse learning styles and needs?

• One of the core principles of the K to 12 Basic education, as explicitly stated in the DepEd Order No
21 s. 2019, is inclusive education. Inclusive education, as a core principle of the K to 12 Basic
Education Curriculum, promotes the idea that every student has the right to be educated alongside
their peers, regardless of differences in abilities or backgrounds. This approach encourages schools
and educators to accommodate and support diverse learning styles and needs. For example,
students with disabilities are provided with appropriate accommodations and support services to
enable them to participate fully in regular classroom activities. Additionally, teachers are encouraged
to differentiate their instruction to cater to various learning styles, ensuring that each student has the
opportunity to succeed.

Furthermore, the K to 12 curriculum incorporates a wide range of teaching and assessment strategies
to cater to diverse learning styles. It emphasizes the importance of experiential learning, group
activities, hands-on projects, and technology integration, among others. By offering a variety of
learning experiences, the curriculum ensures that students can engage with the content in ways that
align with their individual learning preferences and strengths.

In summary, the K to 12 Basic Education Curriculum's commitment to inclusive education is a

testament to its effectiveness in addressing diverse learning styles and needs. By embracing this
principle and providing a range of teaching strategies and support services, the curriculum ensures
that all students, regardless of their backgrounds or abilities, have the opportunity to access a quality
education that caters to their unique learning requirements. This approach not only promotes
academic success but also fosters a more inclusive and equitable educational environment for all.

5. How well does the curriculum align with educational theories and best practices?

• The curriculum aligns well with the educational theories and best educational practices as explicitly
stated in standard features of the curriculum based on the DepEd Order No 21 s. 2019. Pursuant to
the first feature, the “learner under this curriculum is at the center of the teaching-learning
process, therefore, the curriculum uses pedagogical approaches and educational theories
that are constructivist, inquiry-based, reflective, collaborative, differentiated, appropriate,
relevant and integrative”. The constructivist aspect of the curriculum emphasizes the active role of
learner in knowledge acquisition which encourages active engagement through inquiry-based
learning, hands-on activities and opportunities for critical thinking and problem solving. The
curriculum is also developmentally-appropriate, recognizing that learners progress through stages of
cognitive, emotional, and social development therefore, the content and teaching methods are
tailored to match the readiness and capabilities of students at different grade levels. Moreover, it
promotes differentiation in the classroom, realizing that students have varying abilities and learning
styles, therefore, teachers are encouraged to adapt their teaching methods, materials, and
assessments to meet the needs of individual learners, aligning with best practices in inclusive
education. Lastly, the relevant and integrative aspects articulate that the curriculum incorporate real-
world applications of knowledge, helping students understand the practical relevance of what they
are learning.

Accordingly, the second feature clearly supports that the curriculum aligns with the best practices. As
stated in the second feature, “the curriculum is articulated in terms of standards and
competencies and is seamless, research-based and decongested”. This signifies that the
curriculum and its subsequent implementation was systematically and carefully thought out to clearly
identify the needs and demands of the learners and contribute meaningfully in their holistic
development. Additionally, the second feature pointed out that “the curriculum uses spiral
progression approach to ensure mastery of knowledge and skills after each level, and
Information Communications Technology (ICT) competencies have been integrated into the
curriculum to equip the leaners with skills that will enable them to cope with the technological
demands of our time”. Information and Communication Technology integration is unquestionably
a best practice as it helps students develop essential 21 st century skills which are highly relevant in
today’s technology-driven world and also promotes global competitiveness and collaboration which
not only encourage cross-cultural relations but also personal and professional growth.
 In conclusion, the K to 12 curriculum demonstrates alignment with various educational theories and
best practices, emphasizing active learning, differentiation, real-world relevance, and the
development of essential skills for the 21st century. However, its effectiveness relies on numerous
external factors, hence, monitoring and evaluation are essential to address these factors and to
ensure that the curriculum remains responsive and adaptable to the evolving needs of students and
the education system.

6. Are there any gaps or areas for improvement in content, teaching methods, or
assessment?

• The K to 12 Basic Education Curriculum in the Philippines had been implemented for several years,
and while it aimed to address various educational needs and challenges, I believe that there are still
some gaps and areas for improvement. For instance, one of the recurring criticisms of the K to 12
Basic Education Curriculum was its perceived content overload. Some stakeholders argued that the
curriculum was too packed with content, leaving limited time for in-depth learning and critical thinking
which could potentially lead to rote memorization rather than meaningful understanding. Another one
is unequal resource allocation. Adequate resource allocation such as school facilities, textbooks,
and learning materials was an ongoing challenge in many areas of the Philippines notably in remote
or isolated areas where access to education continuous to be a challenge. Lastly, teacher
preparedness is still uneven. Comprehensive teacher training and professional development
programs are essential to successfully implement any curriculum. In the Philippines, there was a need
for ongoing training to help educators adapt to the new curriculum's teaching methods and goals.

7. Conclusion: Summarize the key takeaways from the activity, emphasizing how it
deepened your understanding of curriculum concepts and your ability to critically
evaluate a curricula.

The educational landscape in the Philippines has undergone a significant transformation with the
introduction of the K to 12 Basic Education Curriculum by the Department of Education (DepEd). This
curriculum represents a vital shift in the country's approach to education. In this essay, we will explore
the curriculum's goals, delve into its educational practices, and identify the gaps that need attention, all
while maintaining a seamless flow of ideas.

Goals of K to 12

The K to 12 curriculum sets forth clear and appropriate goals that resonate with national, international,
and future educational needs. These goals serve as guiding stars for the transformation of the Philippine
education system. First and foremost, the curriculum aims to enhance the global competitiveness of
Filipino students. The Philippines recognizes the imperative of preparing graduates who can stand toe-
to-toe with their international peers, contributing significantly to the country's economic growth and
development. This ambition serves as a driving force behind the entire curriculum.

Furthermore, the K to 12 curriculum prioritizes holistic development. It seeks to produce well-rounded

individuals who are not only academically adept but also possess strong values and essential life skills.
This goal reflects the broader vision of nurturing responsible citizens who can actively contribute to
societal progress.

Additionally, the curriculum places a significant emphasis on workforce readiness. It acknowledges the
critical role of education in equipping students with the skills, knowledge, and values required for gainful
employment. By doing so, it aims to reduce the prevailing skills gap and unemployment rates, a challenge
that has long plagued the nation.

Equally crucial is the goal of inclusivity. The K to 12 curriculum underscores the principle that every
student has the right to a quality education. It endeavors to accommodate diverse learning styles and
needs, ensuring that no student is left behind. This commitment to inclusivity aligns with the broader
ideals of equality and social justice.

Lastly, the curriculum's alignment with international standards stands out as a noteworthy achievement.
By adopting the widely accepted K-12 model, the Philippines positions its graduates to seamlessly
integrate into global educational and professional networks. This alignment not only fosters international
collaboration but also helps prepare students for a rapidly evolving world.

Educational Practices within the Curriculum

With its goals firmly established, the K to 12 Basic Education Curriculum incorporates a range of
educational practices designed to bring these objectives to fruition. These practices align with
contemporary pedagogical principles and best practices in education.
At the heart of the curriculum is a constructivist approach. It positions the learner as the central figure in
the teaching-learning process, encouraging active engagement through inquiry-based learning, hands-
on activities, and opportunities for critical thinking. This approach fosters a deeper understanding of
concepts and promotes independent thinking, setting the stage for lifelong learning.

Furthermore, the curriculum champions differentiated instruction. Recognizing that students have diverse
abilities and learning styles, it empowers teachers to adapt their methods, materials, and assessments
to meet the individual needs of learners. This commitment to differentiation ensures that each student
receives an education tailored to their unique strengths and challenges, facilitating more inclusive
classrooms.

Real-world relevance is another hallmark of the curriculum. It goes beyond the confines of textbooks,
integrating practical applications of knowledge into the learning process. By doing so, it helps students
grasp the tangible relevance of what they are studying, fostering critical thinking and problem-solving
skills that extend beyond the classroom.

Moreover, the K to 12 curriculum is not blind to the demands of the 21st century. It recognizes the pivotal
role of Information and Communication Technology (ICT) and seamlessly integrates ICT competencies
into the curriculum. This forward-thinking approach equips students with essential skills to navigate the
technological demands of our modern world, enhancing their global competitiveness and ensuring they
are well-prepared for the workforce.

Gaps in the K to 12 Basic Education Curriculum

While the K to 12 Basic Education Curriculum has made significant strides, several gaps and areas for
improvement persist. Addressing these gaps is essential for the curriculum's continued evolution and
success.

One of the persistent criticisms revolves around content overload. Critics argue that the curriculum is
saturated with content, leaving scant time for in-depth learning and critical thinking. Streamlining and
prioritizing essential content can alleviate this concern, ensuring that students engage deeply with the
material

Unequal resource allocation remains another pressing issue. Disparities in resource distribution persist,
particularly in remote or underserved regions, resulting in unequal access to quality education. Achieving
equitable resource distribution is imperative to level the educational playing field and ensure that every
child has an equal shot at success

Moreover, teacher preparedness remains uneven. Ongoing teacher training and professional
development are fundamental to effectively implementing the curriculum's teaching methods and
achieving its goals. Ensuring that educators are well-equipped is a crucial step towards realizing the full
potential of the curriculum.

Conclusion

The K to 12 Basic Education Curriculum represents a transformative journey for Philippine education. Its
goals are clear and apt, resonating with national, international, and future needs. Educational practices
within the curriculum mirror contemporary pedagogical principles and best practices, emphasizing
learner-centric, inclusive, and relevant education.

Yet, acknowledging and addressing gaps in the curriculum are vital for its continued refinement and
effectiveness. Striking the right balance between content depth, resource equity, and teacher readiness
will be essential in charting the course for the future of Philippine education. By doing so, the Philippines
can continue its path towards providing a high-quality and globally competitive education for its students,
ensuring a brighter future for generations to come.