The-Teacher-And-The-School-Curriculum

ST.
LOUIS REVIEW CENTER

LICENSURE EXAMINATION FOR
PROFESSIONAL TEACHERS (LEPT)
THE TEACHER AND THE SCHOOL CURRICULUM
DEEJAE B. QUILALA,RN,LPT,CSE,MAED
Life is a School and problems are the curriculum-.- R. warren
I. CURRICULUM ESSENTIALS: The Teacher and the School Curriculum
CURRICULUM
Etymologically, the term curriculum is derived from the Latin word “currere” which means run or run-way or a
running course. Thus curriculum means a course to be run for reaching a certain goal.
 Formal, non-formal or informal education do not exist without a curriculum.
 Classroom will be empty with no curiculum
 Teachers will have nothing to do, if there is no curriculum
 Curriculum is the heart of the teaching profession
In our current Philippine educational system, different schools are established in different educational levels which have
corresponding recommended curricula. The educational levels are:
1. Basic Education. Kindergarten, Grade 1-6, Grade 7-10, Grade 11-12. The new basic education levels provided in
the K to 12 Enhanced Curriculum of 2013 of the DepEd
2. Technical Vocational Education. Post-secondary technical vocational educational and training taken care of
TESDA. For the TechVoc track in SHS of DepEd, DepEd and TESDA work in close coordination.
3. Higher Education. Bachelor’s Degree and Graduate Degrees (Master’s and Doctorate) which under the regulation
of the Commission on Higher Education (CHED)
Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended outcomes, formulated through the
systematic reconstruction of knowledge and experiences under the auspices of the school, for the learners’
continuous and willful growth in personal social competence.” ( Daniel tanner, 1980)
2. It is written document that systematically goals planned, objectives, content, learning activities, evaluation
procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and tasks to be acquired, planned activities, the dsired learning outcomes and
experiences, product of culture band an agenda to reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes “ all of the experiences that individual learners have in a program of education whose purpose
is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and
research or past and present professional practice.” ( Hass, 1987)
5. It is programme of activities (by teachers and pupils) designed so that pupils will attain so far as possible certain
educational and other schooling ends or objectives. (Grundy,1987)
6. It is a plan that consists of learning opportunities for a specific time frame and place, a tool taht aims to bring about
behavior changes in students as a result of planned activities and includes all learning experiences recieved by
students with the guidance of the school. (Goodland and Su, 1992)
7. It provides answers to three questions: 1. What knowledge skills and values are most worthwhile? 2. Why are they
most worthwhile? How should the young acquire them? ( Cronbeth, 1992)
TYPES OF CURRICULA IN SCHOOLS

1. Recommended Curriculum. Almost all curricula found in our schools are recommended. For basic education,
these are recommended by the Department of Education (DepEd), for Higher Education , by the Commission on
Higher Education (CHED) and for vocational education by TESDA. These three government agencies oversee and
regulate Philippine education. The recommendations come in the form of memoranda or policies, standards and
guidelines. Other professional organizations or international bodies like UNESCO also recommend curricula in
schools.
2. Written Curriculum. This includes documents based on the recommended curriculum. They come in the form of
course of study, syllabi, modules, books or instructional guides among others. A packet of this written curriculum
is the teacher’s lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic Education.
3. Taught Curriculum. From what has been written or planned, the curriculum has to be implemented or taught. The
teachers and the learners will put life to the written curriculum. The skills of the teacher to facilitate learning based
on the written curriculum with the aid of instructional materials and facilities will be necessary . the taught
curriculum will depend largely on the teaching style of the teacher and the learning style of the learners.
4. Supported Curriculum. This is described as support materials that the teacher needs to make learning and teaching
meaningful. These include print materials like books, charts, posters, worksheets, or non-print materials like Power
Point presentation, movies, slides, realias, mock-ups and other electronic illustrations. Supported curriculum also
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includes facilities where learning occurs outside or inside the four-walled building. These include the playground,
science laboratory, audio-visual rooms,zoo, museum, market or the plaza. These are the places where authentic
learning through direct experiences occur.
5. Assessed Curriculum. Taught and supported curricula have to be evaluated to find out if the teacher has succeeded
or not in facilitating learning. In the process of teaching and at the end of every lesson or teaching episode, an
assessment is made. It can either be assessment of learning, assessment as learning or assessment of learning. If the
process is to find the progress of learning, then the assessed curriculum is for learning, but if it is to find out how
much has been learned or mastered, then it is assessment of learning. Either way, such curriculum is the assessed
curriculum.
6. Learned Curriculum. How do we know if the student has learned? We always believe that if a student changed
behavior, he/she has learned. For example, from a non-reader to a reader or from not knowing to knowing or from
being disobedient to being obedient. The positive outcome of teaching is an indicator of learning. Thes are measured
by tools in assessment, which can indicate the cognitive,affective and psychomotor outcomes. Learned curriculum
will also demonstrate higher order and critical thinking and lifelong skills.
7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned, but has a great impact on the behavior
of the learner. Peer influence, school environment, media, parental pressurs, societal changes, cultural practices,
natural calamities, are some factors that create the hidden curriculum. Teachers should be sensitive and aware of
this hidden curriculum. Teachers must have good foresight to include these in the written curriculum, in order to
bring to the surface what are hidden.
THE TEACHER AS A CURRICULARIST...

1. Knows the curriculum. (knower)
Learnings begins with knowing. The teacher as a learner starts with knowing about the curriculum, the subject matter
or the content. As a teacher, one has to master what are included in the curriculum. It is acquiring academic knowledge both
formal (disciplines logic) or informal (derived from experiences, vicarious, and unintended). It is the mastery of the subject
matter.
2. Writes the curriculum. ( writer)
A classroom teacher takes record of knowledge concepts, subject matter or content. These need to be written or
preserved. The teacher writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or
electronic media as a curriculum writter or reviewer.
3. Plans the curriculum. (planner)
A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly or daily plan of the
curriculum. This will serve as a guide in the implementation of the curriculum. The teacher takes into several factors in
planning a curriculum. These factors iunclude the learners, the support material, time, subject matter or content, the desired
outcomes, the context of the learners among others. by doing this, the teacher becomes a curriculum planner.
4. Initiates the curriculum. (initiator)
In cases where the curriculum is recommended to the schools from DepED,CHED, TESDA, UNESCO, UNICEF OR
other educational agencies for improvement of quality education, the teacher is obliged to implement. Implementation of a
new curriculum requires the open mindedness of the teacher, and the full belief that the curriculum will enhance learning.
There will be may constraints and difficulties in doing things first or leading however, a transformative teacher will never
hesitate to try something novel and relevant.
5. Innovates the curriculum. . ( innovator)
Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence it keeps on
changing. From the content, strategies, ways of doing, blocks of time, ways of evaluating, kinds of students and skills of
teachers, one cannot find a single eternal curriculum that would perpetually fit. A good teacher, therefore, innovates the
curriculum and thus becomes a curriculum innovator
6. Implements the curriculum. (implementor)
The curriculum that remains recommended or written will never serve its purpose. Somebody has to implement it. As
mentioned previously at the heart of schooling is the curriculum. It is this role where the teacher becomes the curriculum
implementor. An implementor givesd life to the curriculum plan. The teacher is at the height of an engagement with the
learners, with support materials in order to achieve the desired outcome. It is where teaching, guiding, facilitating skills of
the teacher is expected to the highest level. It is here wher teaching as a swcience and as an art will be observed. It is here,
where all the elements of the curriculum will come into play. The success of a recommended, well written and planned
curriculum depends on the implementation.
7. Evaluates the curriculum. (evaluator)
How can one determine if the desired learning outcomes have been achieved? Is the curriculum working? Does it bring
desired results? What do outcomes reveal? Are the learners achieving? Are there some practices that should be modified?
Should the curriculum be modified, terminated or continued? These are some few questions that need the help of a
curriculum evaluator. That person is the teacher.
CURRICULUM FROM TRADITIONAL POINT OF VIEW

 Robert M. Hutchins views curriculum as “ permanent studies” where rules of grammar, reading, rhetoric, logic
and mathematics for basic beducation are emphasized. The 3Rs ( Reading, Writing, ‘rithmetic) should be
emphasized in basic education while liberal education should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should be intellectual training, hence
curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should
include mathematics, science, history and foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline thus the subject areas such as Science,
Mathematics, Social Studies, English and many more. In college, academic disciplines are labelled as humanities,
sciences, languages, mathematics among others. He coined the word discipline as a ruling doctrine for curriculum
development.
 Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes from various disciplines.
CURRICULUM FROM PROGRESSIVE POINT OF VIEW

 John Dewey believes that education is experiencing. Reflective thinking is a means that unifies curricular elements
that are tested by apllication.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have under the guidance of
teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a sequence of potential
experiences, set up in schools for the purpose of disciplinig children and youth in group ways of thinking and acting.
 Collins Marsh and George Willis also viewed curriculum as all experiences in the classroom which are planned
and enacted by the teacher and also learned by the students.
THE THREE WAYS OF APPROACHING A CURRICULUM

1. Content- a body of kowledge to be transmitted.
2. Process - what actually happens in the classroom when the curriculum is practiced
3. Product- learning outcomes desired of learners.
CURRICULUM AS A CONTENT
Criteria in the selection of content
1. Significance. Content should contribute to ideas, concepts, principles and generalization that should attain the
overall purpose of the curriculum. It is significant if content becomes the means of developing cognitive,
affective or psychomotor skills of the learner
2. Validity. The authenticity of the subject matter forms its validity. Knowledge becomes obsolete with the fast
changing times. Thus there is a need for validity check and verification at a regular interval, because content
which may be valid in its original form may not be continue to be valid in the current times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who are going to us these.
4. Learnability. The complexity of the content should be within the range of experiences of the learner. This is
based on the psychological principles of learning.
5. Feasibility. Can the subject content be learned within the time allowed, resources available, expertise of the
teachers and the nature of the learners
6. Interest. Will the learners take interest in the content? Why ? Are the contents meaningful? What value will
the content have in the present and future life of the learners? Interest is one of the driving forces for students
better
Guide in the selection of the content in the curriculum
1. Commonly used in the daily life.
2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and integration
5. Important to transfer of learning to other disciplines
BASIC Principles of curriculum content

In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the curriculum.
B.A.S.I.C. refers to Balance, Articulation, Sequence, Integration and Continuity. In organizing content or putting together
subject matter, these principles are useful as a guide.
 Balance. Content should be fairly distributed in depth and breadth. This will guarantee that significant contents
should be covered to avoid too much or too little of the contents needed within the time allocation.
 Articulation. As the content complexity progresses with the educational levels, vertically or horizontally, accross
the same discipline smooth connections or bridging should be provided. This will assure no gaps or overlaps in the
content. Seamlessness in the content is desired and can be assured if there is articulation in the curriculum. Thus,
there is a need of team among writers and implementers of the curriculum.
 Sequence. The logical arrangement of the content refers to the sequence or order. This can be done vertically for
deepening the content or horizontally for broadening the same content. In both ways, the pattern usually is from
easy to complex, what is known to the unknown, what is current to something in the future.
 Integration. Content in the curriculum does not stand alone or in isolation. It has some was of the relatedness to
other contents. Contents should be infused in other disciplines whenever possible. This will provide a wholistic or
unified view of the curriculum instead of segmentation. Contents which can be integrated to other disciplines
acquire a higher premium than when isolated.
 Continuity. Content when viewed as a curriculum should continuously flow as it was before, to where is it now,
and where it will be in the future. It should be perennial. It endures time. Content may not be in the same form and
substance as seen in the past since changes and developments curriculum occurs. Constant repetition, reinforcement
and enhancement of content are all elements of continuity.
CURRICULUM AS A PROCESS
When curriculum is approached as PROCESS, guiding principles are presented.
1. Curriculum process in the form of teaching methods or strategies are means to achieve the end.
2. There is no single best process or method. Its effectiveness will depends on the desired learning outcomes, the
learners, support materials and the teacher.
3. Curriculum process should stimulate the learners desire to develop the cognitive, affective, psychomotor domains
in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described as cognitive, affective and
psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective process will always result to
learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of curriculum.
CURRICULUM AS A PRODUCT
 The product from the curriculum is a student equipped with the knowledge, skills and values to function effectively
and efficiently. The real purpose of education is to bring about significant changes in students pattern of behavior.
 Curriculum product is expressed in form of outcomes which are referred to as the achieve learning outcomes. There
may be several desired learning outcomes,but if the process is not successful, then no learning outcomes will be
achieved.
CURRICULUM DEVELOPMENT PROCESS

 A dynamic process involving many different people and procedures. Development connotes changes which is
systematic
 linear and follows a logical step-by-step fashion involving the following phase: curriculum planning, curriculum
design, curriculum implementation and curriculum evaluation
1. Curriculum planning - Considers the school vision, mission, and goals. It also includes the philosophy or strong
education belief of the school. All of these will eventually be translated to classroom desired learning outcomes
for the learners.
2. Curriculum designing - Is the way curriculum is conceptualized to include the selection and organization of
content, the selection and organization of learning experiences or activities and the selection of the assessment
procedure and tools to measure achieved learning outcomes. A curriculum design will also include the resources
to be utilized and the statement of the intended learning outcomes.
3. Curriculum implementing - Is putting into action the plan which is based on the curriculum design in the
classroom setting or the learning environment. The teacher is the facilitator of learning and, together with the
learners, uses the curriculum as design guides to what will transpire in the classroom. Implementing the
curriculum is where action takes place. It involves the activities that transpire in every teacher’s classroom where
learning becomes an active process.
4. Curriculum evaluating- Determines the extent to which the desired outcomes have been achieved. This
procedure is on-going as in finding out the progress of learning (formative) or the mastery of learning
(summative). Along the way, evaluation will determine the factors that have hindered or supported the
implementation. It will also pinpoint where improvement can be made and corrective measures, introduced. The
result of evaluation is very important for decision making of curriculum planners, and implementers.
CURRICULUM DEVELOPMENT PROCESS MODELS

1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning phase. This is
presented in his book Basic Principles of Curriculum and Instruction. He posited four fundamental principles
which are illustrated as answer to the following questions:
1. What education purposes should schools seek attain?

2. What educational 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 or not?
Tyler’s model shows that in curriculum development, the following considerations should be made
1. Purposes of the school/ Objectives
2. Educational experiences related to the purposes
3. Organization of the experiences
4. Evaluation of the experiences
2. Hilda Taba Model: Grassroots Approach
Hilda improved on Tyler’s model. She believed that teachers should participate in developing a curriculum. As
a grassroots approach Taba begins from the bottom, rather than from the top as what Tyler proposed. She
presented seven major steps to her linear model which are the following:
1. Diagnosis of learner’s needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning contents
5. Selection of learning experiences
6. Organize learning experiences
7. Determination of what to evaluate and the means of doing
3. Galen Saylor and William Alexander Curriculum Model

Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps.
Curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related
specific objectives for an identifiable population served by a single school center.”
1. Goals, Objectives and domains - Curriculum planners begin by specifying the major educational goals and specific
objectives they wish to accomplish. Each major goal represents a curriculum domain: personal development, human
relations, continued learning skills and specialization. The goals, objectives and domains are identified and chosen based
on research findings accreditation standards, and views of the different stakeholders.
2. Curriculum Designing - Designing a curriculum follows after appropriate learning opportunities are determined and
how each opportunity provided. Will the curriculum be designed along the lines of academics disciplines, or according to
student needs and interests or along themes? These are some of the questions that need to be answered at this stage of the
development process
3. Curriculum Implementation - A designed curriculum is now ready for implementation. Teachers then prepare
instructional plans where instructional objectives are specified and appropriate teaching methods and strategies are
utilized to achieve the desired learning outcomes among students.
4. Evaluation - The last step of the curriculum model is evaluation. A comprehensive evaluation using a variety involve
the total educational programme of the school and the curriculum plan, the effectiveness of instruction and the
achievement of students. Through the evaluation process curriculum planner and developers can determine whether or not
the goals of the school and the objectives of instruction have been met.
II. DESIGNING THE CURRICULUM ;The Teacher as a Curriculum Designer
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
Before a teacher designs a curriculum, it would be a great importance to connect to the fundamental concepts and ideas
about the curriculum. Every curriculum designer, implementer, or evaluator should take in mind the following general
axioms as a guide in curriculum development (Oliva, 2003).
1. Curriculum change is inevitable, necessary, and desirable.
Earlier it was stated that one of the characteristics of curriculum is its being dynamic. Beacause of this, teachers should
respond to the changes that occur in schools and in its context. Societal development and knowledge revolution come so
fast that the need to address the changing condition requires new curriculum designs.
2. Curriculum is a product of its time.
A relevant curriculum should respond to changes brought about by current social forces, philosophical posistions,
psychological principles, new knowledge, and educational reforms. This also called timeless.
3. Curriculum changes made earlier can exist concurrently with newer curriculum changes.
A revision in a curriculum starts and end slowly. More often, curriculum is gradually phased in and phased out, thus the
changes that occur can coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its development, hence should know how to design a
curriculum. Because the teachers are the implementers of the curriculum, it is best that they should design and own the
changes. This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity.
Group decision in some aspects of curriculum development are suggested. Consultations with stakeholders when possible
will add to sense of ownership. Even learners should participate in some aspects of curriculum should involve a broad range
of stakeholders to gain their understanding, support and input.
6. Curriculum development is a decision-making process made from choice of alternatives.
A curriculum developer or designer must decide what contents to teach, philosophy or point of view to support, how to
provide for multicultural groups, what methods or strategies, and what type of evaluation to use.
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation, and improvement of curricula are to be considered in the design of the
curriculum. As the needs of learners change, as society changes, and as new knowledge and technology appear, the
curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal”.
A curriculum design should be based on a careful plan, should clearly establish intended outcomes, support resources
and needed time available and should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic process.
A curriculum design is composed of desired outcomes, subject matter content complemented with references, set of
procedures, needed materials and resources and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum.
Curriculum planners and designers should begin with existing curriculum, an existing design is a good starting point
for any teacher who plans to enhance and enrich a curriculum.
Four Criteria of the Teaching - Learning Environment in Designing a Curriculum

1. Adequacy- This refers to the actual learning space or classrooms. Is the classroom large enough for student’s
mobility for class interaction and collaborative work? Is there enough light and ventilation so that the learning
space is conducive and safe for learning?
2. Suitability- This relates to planned activities. Suitability should consider chronological and developmental ages
of learners. Also to be considered will be the socio- cultural, economic even religious background of the learners.
3. Efficiency- This refers to operational and instructional effectiveness
4. Economy- This refers to cost effectiveness. How much is needed to provide instructional materials?
APPROACHES TO CURRICULUM DESIGNING

Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For our own purposes, let us focus on the most
widely used examples.
1. SUBJECT-CENTERED DESIGN
This is a curriculum design that focuses on the content of the curriculum. The subject-centered design corresponds
mostly to the textbook because textbooks are usually written based the specific subject or course. Henry Morrison and
William Harris are the few curricularist who firmly believed in this design. As practiced, school hours are allocated to
different school subjects such as Science, Mathematics, Language, Social Studies, Physical Education, and others. This is
also practiced in the Philippines, because a school day is divided into class period, a school year into quarters or semester.
Most of the schools using specific subject discipline content.
Subject-Centered curriculum design has also some variation which are focused on the individual subject, specific
discipline and a combination of subjects or disciplines which are a broad field or interdisciplinary.
1.1. Subject design. Subject design curriculum is the oldest and so far the most familiar design for teachers, parents
and other laymen. According to the advocates, subject design has an advantage because it is easy to deliver. Textbooks are
written and support instructional materials are commercially available. Teachers are familiar with the format, because they
were educated using also the design. In the Philippines educational system, the number of subjects in the elementary
education is fewer than in the secondary level. In college, the number of subjects also differs according to the degree
programs being pursued. For each subject, a curriculum is being designed.
However the drawback of this design is that sometimes, learning is so compartmentalized. It stressed so much the
content and forgets about students natural tendencies, interest and experiences. The teacher becomes the dispenser of
knowledge and the learners are the simply the empty vessels to receive the information or content from the teacher. This is
a traditional approach to teaching and learning.
1.2. Discipline design. This curriculum design model is related to the subject design. However, while subject design
centers only on the cluster of content, discipline design focuses on academic discipline. Discipline refers to specific
knowledge learned through a method which the scholars used to study a specific content of their fields. Students in history
should learn the subject matter like historians, students in bilology should learn how the biologists learn, and so with
students in mathematics, who should learn how mathematicians learn. In the same manners, teachers should teach how the
scholars in the discipline will convey the particular knowledge.
Discipline design model of curriculum is often used in college, but not in the elementary or secondary levels. So from
the subject centered curriculum, curriculum moves higher to a discipline when the students are more mature and are already
moving towards their career path or discipline as science, mathematics, psychology, humanities, history and others.
1.3. Correlation design. Coming from a core, correlated curriculum design links separate subject designs in order to
reduce fragmentation. Subjects are related to one another and still maintain their identity. For example, English Literature
and social studies correlate well in the elementary level. In the two subjects, while history is being studied, different
literary pieces during the historical period are also being studied. The same is true science becomes the core; mathematics
is related to it , as they are taken in chemistry physics and biology. Another example is literature as the core with art,
music, history, geography related to it. To use correlated design, teachers should come together and plan their lessons
cooperatively.
1.4. Broad field design/interdisciplinary Broad field design or interdisciplinary is a variation of the subject-centered
design. Thus design was made to cure the compartmentalization of the separate subjects and integrate the contents that are
related to one another. Thus subjects such as geography, economics, political sciences, anthropology, sociology and
history are fused into one subject called social studies. Language arts will include grammar, literature, linguistics, spelling
and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration. Interdisciplinary design is
similar to thematic design, where a specific theme identified, and all other subject areas revolve around the theme.
2. LEARNER-CENTERED DESIGN
Among the progressive educational psychologists, the learner is the center of the educative process. This emphasis is
very strong in the elementary leverl, however; more concern has been placed on the secondary and even the tertiary levels.
Although in high school, the subject or content has become the focus and in the college level, the discipline is the center,
both levels still recognize the importance of the learner in the curriculum.
2.1. Child-centered design.
This design is often sttributed to the influence of John Dewey, Rouseau, Pestallozi and Froebel. This curriculum design
is anchored on the needs and interest of the child. Thew learnere is not considered a passive individual but one who engages
with his/her environment. One learns by doing. Learners actively create, construct meanings and understanding as viewed
by the constructivists. In the child-centered design, learners interact with the teachers and the environment, thus there is a
collaborative effort on both sides to plan lessons, select content and do activities together. Learning is a product of the
child’s interaction with the environment.
2.2. Experience-centered design
This design is similar to the child-centered design. Although the focus remains to be the child, experience-centered
design believes that the interests and needs of learners cannot be pre-planned. Instead, experiences of the learners become
the starting point of the curriculum, thus the school environment is left open and free. Learners are made to choose from
various activities that the teacher provides. The learners are empowered to shape their own learning from the different
opportunities given by the teacher. In a school where experience-centered curriculum is provided, different learning centers
are found, time is flexible and children are free to make options. Activities revolve around different emphasis such as
touching, feeling imagining, constructing, relating and others.
The emergence of multiple intelligence theory blends well with experience-centered design curriculum.
2.3. Humanistic design.
The key influence in this curriculum design is Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization
explains that a person who achieves this level is accepting of self,others and nature; is simple, spontaneous and natural; is
open to different experiences; possesses emphathy and sympathy towards the less fortunate among the many others. The
person can achieve this state of self-actualization later in life but has to start the process while still in school. Carl Rogers,
on the other hand, believed that a person can enhance self-directed learning by improving self-understanding, the basic
attitude to guide behavior.
In humanistic curriculum design, the development of self is the ultimate objective of learning. It stresses the whole
person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to
be interconnected and must be addressed in the curriculum.it stresses the development of positive self-concept and
interpersonal skills.
3. PROBLEM-CENTERED DESIGN
Generally, problem-centered design draws on social problems, needs, interest and abilities of the learners. various
problems are given emphasis. There are those that center on life situations, contemporary life problems, areas subject
boundaries and must be based on the needs, concerns and abilities of the students. two examples are given for the problem-
centered design curriculum.
3.1. Life-situations Design.
What makes the design unique is that the contents are organized in ways that allows students to clearly view problem
areas. It uses the past and the present experiences of learners as a means to analyze the basic areas of living. As a starting
point, the pressing immediate problems of the society and the students existing concerns are utilized. Based on Herbert
Spencer’s curriculum writing, his emphases were activities that sustain life, enhance life, aid in rearing children, maintain
leisure tasks and feelings. The connection of subject matter to real situations increases the relevance of the curriculum.
3.2. Core problem design.
Another example of problem-centered design is core design. It centers on general education and the problems are based
on the common human activities. The central focus of the core design includes common needs, problems, and concerns of
the learners. popularized by Faunce and Bossing in 1959, it presented ways on how to proceed using core design of a
curriculum.
CURRICULUM MAPPING
A model for designing, refining, upgrading and reviewing the curriculum resulting in a framework that provides
form, focus and functions. (Hale and Dunlap, 2010)
 An ongoing process or “ work- in- progress”
 Involves the teacher and other stakeholders who have common concerns
 May be done by teachers alone, a group of teachers teaching the same subjects, the department, the whole school
or district or the whole educational system.
Benefits of Curriculum Mapping

1. Curriculum mapping ensures alignment of the desired learning outcomes, learning activities and assessment of
learning.
2. Curriculum mapping addresses the gaps or repetition in the curriculum
3. Curriculum mapping verifies, clarifies and established alignment between what students do in their courses and
what is taught in the classrooms and assessed as their learning
4. The curriculum maps visually show important elements of the curriculum and how they contribute to student
learning
5. Curriculum mapping connects all initiatives from instruction, pedagogies, assessment and professional
development.
Curriculum Quality Audit (CQA)

A form of curriculum mapping. A process of mapping the curricular program or syllabus against established
standards. This process supported by Susan Rafe when she said that the best practice in curriculum development and
implementation require that discipline based standards embody curricular and program scopes and sequences. (Arafe, 2016,
p. 585)
Benefits of Curriculum Quality Audit

1. Identify gaps, under and overrepresentation of the curriculum based on the standards.
2. Ensures alignment of learning outcomes, activities and assessment to the standards
3. Achieve internationally comparable curriculum as standards become the basis of the curriculum analysis.
The Philippine Professional Standards for Teachers (PPST) can be used as anchor in curriculum audit. The
PPST aims to set clear expectations of teachers along well- defined career stages of professional development from
beginning to distinguished practice. The Philippines has adopted and implemented the PPST through the DO 42, 2. 2017.
Teacher educators, program heads, curriculum planners may refer to the PPST to “quality audit” the pre-service teacher
education curriculum as basis for quality assurance provision of teacher education
CHED CMOs 74-83 are standards set by the Commission on Higher Education, specific to the degree program
being offered. E.g. CMO 74, s. 2017 contain standards for Bachelor of Elementary Education and CMO 75, s.2017 contains
standards for Bachelor of Secondary Education.
Competency Framework for Teachers in South East Asia (CFT-SEA) of SEAMEO and SEAMES and the
European Tuning Asia South East (TASE) teacher competencies.
III. IMPLEMENTING THE CURRICULUM

The Teacher as a Curriculum Implementor and a Manager
Curriculum Implementation
 Putting into practice the written curriculum that has been designed in syllabi, course study, curricular guides, and
subjects.
 Interaction between the curriculum that has been written and planned and the persons (teachers) who are in charge
to deliver it. (Orstein and Hunkins, 1998)
 Trying out of a new practice and what it looks like when actually used in a school system.It simply means that
implementation should bring the desired change and improvement.
 In the classroom context, curriculum implementation means “teaching” what has been written in the lesson plan.
(Miniscule curriculum)
KURT LEWIN’S FORCE FIELD THEORY AND CURRICULUM CHANGE

Kurt Lewin (1951), the father of social psychology explains the process of change and implementation.
In the education landscape, there are always two forces that oppose each other. These are driving forces and
restraining force. When these two forces are equal, the state of equilibrium, or balance. There will be a status quo, hence
there will be no change. The situation or condition will stay the same. However, when the driving force overpowers the
restraining forces, then change will occur. If the opposite happens that is when restraining force is stronger than the driving
force, change is prevented.
Categories of Curriculum Change, Mcneil 2000 (SARePVA?)
1. Substitution- The current curriculum will be replaced or substituted by a new one. Sometimes, we call this a
complete overhaul. Example, changing an old book to entirely new one, not merely revision.
2. Alteration- There is a minor change to the current or existing curriculum. For example, instead of using a graphing
paper for mathematics teaching, this can be altered by using a graphing calculator.
3. Restructuring- There is a major change or modification in the school system. Using an integrated curriculum for the
whole school for K to 12 requires primary and secondary levels to work as a team. There is a significant involvements
of parents in the child’s instead of leaving everything to the teacher
Example: “ In- school Off- school” / Blended Curriculum
4. Perturbations- These are changes that are disruptive, but the teachers have to adjust to them within a fairly short time.
E.g. The principal changes the schedule because there is a need to catch up with the national testing time or the dean,
the teacher has to shorten schedule to accommodate unplanned extra curricular activities
5. Value orientation- Will respond to shift in the emphasis that the teacher provides which are not within the mission or
vision of the school. E.g. Newly hired teachers in religious schools give emphasis on academics and forget the
formation of values or faith. All newly hired teachers in the public schools undergo induction program prior to their
deployment
Three important Elements in the process of change:
1. Developmental- in the sense that it should develop multiple perspective, increase integration and make learning
autonomous, create a climate of openness and Trust, and appreciate the firm strengths of the teacher. There should be teacher
support in trying new task, reflection on the new experiences and challenge.
2. Participatory- for Curriculum implementation to succeed, it should be participatory, especially because others
stakeholders like peers, school leaders, parents and curriculum Specialists are necessary missing machine. Characteristics
of teacher styles, commitment, and willingness to change, skills, and Readiness are critical to implementation.. Key players
should be also sought as this a positive starting point. Involvement and participation encourage sense of ownership and
accountability. Participation builds a learning community which is very necessary in curriculum implementation.
3. Supportive- curriculum implementation is required in the process of change. Material support like supplies, equipment
and conductive learning environment like classroom and laboratory should be made available. Likewise, human support is
very much needed. They too have to train to understand how to address curriculum change as a part of their instructional as
well as management function.
CURRICULUM STAKEHOLDERS
1. Learners are at the core of the curriculum.
To what extent are the students involved in curriculum development? The old view that students are mere recipients of the
curriculum, is now changing. Just have more dynamic participation from the planning, designing, implementing and
evaluating. At the end of the curriculum development process, the fundamental question asked is: Have the students learned?
2. Teachers are Curricularist.
Teacher are stakeholders who plan, design, teach, implement and evaluate the curriculum. They put their hearts into what
they do. They are very mindful that in the center of everything they do, is the learner.
Some of the rules that the teachers do in curriculum implementation.
 Guiding, facilitating and directing the activities of the learners;
 Choosing the activities and the methods to be utilized;
 Choosing the materials that are necessary for the activity;
 Evaluating the whole implementation process and
 Making a decision whether to continue, modify or terminate the curriculum.
3. School leaders are Curriculum Manager.
Principals and School Heads, too, have important roles in curriculum implementation process in schools. They should
understand fully the need for change and the implementation process. They should be ready to assist the teachers and the
students in the implementation. Communication line should be open to all concerned should the school leaders lead in
curriculum teamwork
4. Parents.
Parents are significant School partners. Schools have one way of engaging parents cooperation through Brigada Eskwela.
In this event, parents will be able to know the situation in the school. Most of them parents volunteer to help. They can also
be tapped in various co-curricular activities as chaperones to children in boy and girl scouting, science camping and the like.
5. Community as curriculum resources and learning environment
" It takes the whole village to educate the child"
All the barangay leaders, the elders, other citizens and residents of the community have a stake in the curriculum. It is the
biggest school community that becomes the venue of learning. The rich natural and human resources of the community can
assist in educating the children. The community is the reflection of the schools influence in the school is a reflection of the
community support.
Other stakeholders in curriculum implementation and development

A. Government Agencies
 DepEd, TESDA,CHEd- trifocalize agencies that have Regulatory and mandatory authorities over the
implementation of the curricula.
 Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the agency that certifies an
issues teachers licenses to qualify one to teach and affirms and confirm the appointment of the teacher in the public
school.
 Local Government Unit(LGU) include the municipal government official and the barangay officials. Some of the
teacher are paid through the budget of the LGUs. they also construct school buildings, provide equipment, support
the professional development teacher and provide school supplies and books. They are the big supporters in the
implementation of the school curriculum.
B. Non-government agencies and Professional Organization
 Gawad Kalinga(GK)- to build communities means to include education. In each Village, a school for preschool
children and out of school use have been established.
 Synergia- an organization/ foundation that supports basic education to elevate education through Reading, science,
mathematics and English.
 Metrobank Foundation- supports continuing teacher development programs
 Professional organizations like Philippine Association for teacher and Educators (PAFTE), state University and
Colleges Teacher Educators Association (SUCTEA), national Organization of Science Teachers and Educators
(NOSTE), Mathematics Teachers Association of the Philippines (MTAP)
IV. EVALUATING THE CURRICULUM
Curriculum Evaluation is a new idea for many teachers, not knowing that every day, the teacher is involved in several
components of evaluation. There are two ways of looking at curriculum evaluation:
1. Curriculum Program Evaluation. Refers to the overall aspects of a curriculum as a subject, degree program, curriculum
reform program and the like. Some examples are: The curriculum development as a subject Bachelor of Education as a
degree, Kto12 as a curricular reform, outcomes based education as a process, Mother Tongue based multilingual education
as a program.
Program evaluation will be using program evaluation models like Bradley Effectiveness model, Tyler's objective centered
model, Stufflebeam's CIPP Model , and Scriven's consumer oriented model among others
2. Components of a curricular programs. This will cover separate evaluation for a curriculum components such as (1)
achieved learning outcomes (2) teaching learning process (3) instruction materials (4) assessment of the learning outcomes.
Curricular program component evaluation refers directly to the assessment of curriculum contents and processes as
implemented every day in view of the learning outcomes as either formative or summative.
Curriculum Evaluation: A Process and a Tool
PERSONS DEFINITION
Ornstein, A & Hunkins, F, Curriculum evaluation is a process done in order to gather data that enables one to
(1998) decide whether to accept, change, and eliminate the whole curriculum of a textbook.
McNeil, J(1977) Evaluation answers two question: do planned learning opportunities programmers,
courses and activities as developed as organized actually produce desired results? 2.
How can a curriculum best be improved?
Gay, L.(1985) Evaluation is to identify the weaknesses and strengths as well as problems encountered
in the implementation, to improve the curriculum development process. It is to
determine the effectiveness of and the returns on allocated finance
Olivia, P. (1988) It is a process of delineating, obtaining and providing useful information for judging
alternatives for purposes of modifying, or eliminating the curriculum
REASONS FOR CURRICULUM EVALUATION
1. Curriculum evaluation identifies the strengths and weaknesses of an existing curriculum that will be the basis of the
intended plan, design or implementation. This is referred to as the needs assessment.
2. When evaluation is done in the middle of the curriculum development, it will tell if the design or implemented
curriculum can produce or is producing the desired result. This is related to monitoring.
3. Based on some standards, curriculum evaluation will guide whether the results have equaled or exceeded the
standards that can be labeled as success. This is sometimes called terminal assessment.
4. Curriculum evaluation provides information necessary for teachers, school managers, curriculum specialist for
policy recommendations that will enhance achieve learning outcomes. This is the basis of decision making.
CURRICULUM EVALUATION MODELS

1. Bradley Effectiveness Model
In 1985, L.H. Bradley wrote a handbook on curriculum leadership and development. Provides indicators that can help
measure the effectiveness of a developed or written curriculum. For purposes of the classroom teachers, some of the
statements were simplified.
Bradley’s Effectiveness Model for Curriculum Development Indicators
Indicators Descriptive Questions Yes or
No
Vertical Curriculum Does the curriculum reflect the format (i.e K to 12,OBE, Inquiry, etc.) that enables
Continuity teachers to quickly access what is being taught in the grade/year levels below or above
the current level? (example: if you are looking at Science 5, below means Science 4
and above means Science 6)
Horizontal Does the curriculum provide content and objectives that are common to all classes of
Curriculum the same grade level? (E.g. all English 101 for all 1st year college students)
Continuity
Instructional Bases Are lesson plans/ syllabi/ course design derived from the curriculum and strategies?
Curriculum Are materials used correlated with the content, objectives and activities?
Broad Involvement Is there evidence of involvement of the different curriculum stakeholders in the
planning, designing and implementation and review of the curriculum?
Long Range Planning Is review cycle followed within the period of planning and implementation of the
curriculum?
Positive Human Did the initial thoughts about the curriculum come from teachers, principals,
Relations curriculum leaders and other stakeholders?
Theory-Into Practice Is there clarity of vision, mission, graduation outcomes, program philosophy, learning
outcomes in the curriculum?
Planned Change Are there tangible evidence to show that the internal and external publics accept the
developed program?
If any of the indicators is answered with “No”, actions should be made to make it Yes
2. Tyler Objectives Centered Model
Curriculum Elements Evaluation Process Action

Taken:
Yes or
No
1. Objectives/ Intended Learning 1. Pre- determined intended learning outcomes or objectives
Outcomes
2. Situation or Context 2. Identify the situation/ context that gives opportunity to develop
behavior or achieved objective.
3. Evaluation Instruments/Tools 3. Select, modify and construct evaluation instruments or tools. Check its
objectivity, reliability and validity.
4. Utilization of Tool 4. Utilize the tools to obtain results.
5. compare the results obtained from several instruments before and after
to determine the change
5. Analysis of Results 5. Analyze the results obtained to determined strength and weaknesses.
Identify possible explanation about the reason for the reasons for the
particular pattern.
6. Utilization of Results 6. Use the results to make the necessary modifications
3. Daniel Stufflebeam's Context, Input, Process, Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa Committee chaired by Daniel Stufflebeam.
The model emphasized that the result of evaluation should provide data for decision making. There are four stages of
program operation.
1. Context Evaluation- assesses needs and problems in the context for decision makers to determine the goals and
objectives of the program/curriculum.
2. Input Evaluation- assesses alternative means based on the inputs for the achievement of objectives to help decision
makers to choose options for optimal means.
3. Process Evaluation- monitors the processes both to ensure that the means are actually being implemented and
make necessary modifications.
4. Product evaluation- compares actual ends with intended ends and leads to a series of recycling decisions.
Steps Taken in All the Stages

Step 1: Identify the kind of decision to be made.
Step 2: Identify the kinds of data to make that decision
Step 3: Collect all the data needed
Step 4: Establish the criteria to determine quality of data
Step 5: Analyze data based on the criteria
Step 6: Organize needed information needed for decision markers.
4. Stake Responsive Model. Responsive model is oriented more directly to program activities than program intents.
Evaluation focuses more on the activities rather than intent or purposes.
The curriculum evaluator follows the steps below
Step 1 Meets with stakeholders to identify their perspectives and intentions regarding curriculum evaluation
Step 2 Draws from step 1 documents to determines the scope of the evaluation
Step 3 Observes the curriculum closely to identify the unintended sense of implementation and any deviations
from announced intents
Step 4 Identifies the stated real purposes of the program and the various audiences
Step 5 Identifies the problems of the curriculum evaluation at hand and identifies an evaluation design with
needed data
Step 6 Selects the means needed to collect data or information.
Step 7 Implements the data collections procedure
Step 8 Organizes the information into themes
Step 9 Decides with stakeholders the most appropriate formats for the report.
5. Scriven Consumer Oriented Evaluation
Michael Scriven, in 1967 introduced this evaluation among many others when education products flooded the market.
Consumers of educational products which are needed to support an implemented curriculum often use consumer-oriented
evaluation. These products are used in schools which require a purchasing decision. These products include textbooks,
modules, educational technology like software and other instructional materials. Even teachers and schools themselves
nowadays write and produce these materials for their own purposes.
PHILIPPINES QUALIFICATION FRAMEWORK (PQF)

PQF is a reference system of national standards of what qualifications one has earned by education and training in the
Philippines. It specifies what an individual has learned in and out of formal schooling (lifelong learning) based on
qualification, levels and degree of competencies on knowledge, skills, applications, values and degree of independence. A
person is deemed qualified if he or she achieved the specific learning outcomes necessary for the academic, work and
community requirements for which an official qualification recognition shall be conferred. (RA 10968, s. 2018)
The PQF is divided into eight levels, Level 1 to Level 8. The first level L1 is to be achieved by Grade 12 graduates,
who can be awarded a National Certification 1 (NC 1) if qualified by the TESDA. The other levels of qualifications progress
along the educational ladder in the Philippine Educational System from Grade 12 in Basic Education to
Higher Education from Baccalaureate to Doctoral and Post-Doctoral Levels.

In all the eight levels, the individual is expected to achieve standards and competencies as evidenced in the learning
outcomes. The specific competencies are clustered into three domains, which are:
1. Knowledge, Skills and Values
2. Application
3. Degree of Independence in Responsibility.
Placing Value to Assessment Results from KPUP (D.O. 73. 2012) to Written Work, Performance Task, Quarterly Exam
(WW-PT-QE) D.O &s. 2015
While the KPUP is still utilized in the grading system, however it has been slightly modified by WW-PT-QE.
A summative assessment is composed of Written Work (WW) Performance Tasks (PT) and Quarterly Assessment (QA)
this will be explained in the table below.
COMPONENTS PURPOSES WHEN GIVEN

Written work 1. Assess learners understanding of concepts and application of skills in At the end of the topic
(WW) written form. or unit.
2. Prepare learners for quarterly assessments
Performance Task 1. Involve students in the learning process individually or in At the end of the lesson
(PT) collaboration with team mates over a period of time focusing on a topic/
2. Give students opportunities to demonstrate and integrate their skill lesson
knowledge, understanding and skills about topics or lessons learned in a Several times during
specific real-life situation by performing and/ producing evidence of the quarter
their learning
3. Give students the freedom to express their learning in appropriate and
diverse ways.
4. Encourage students inquiry, integration of knowledge, understanding,
and skills in various contexts beyond the assessment period
Quarterly Synthesize all the learning skills, concepts and values learned in an Once, at the end of the
Assessment (QA) entire quarter quarter
Grades at the end of the school year and how these are computed
 Kindergarten: Use of checklist, anecdotal records and portfolios a used instead of numerical grades which are based
on Curriculum Guide.
 Grade 1 to Grade 10 (Junior High)
1. The average of the quarter grades produce the end of the grade year
2. The general average is computed by dividing the sum of all final grades by the total numbers of learning areas. Each
learning area has equal weight has equal weight.
Components MAPEH, EPP/TLE Languages, AP,ESP Science, Math

Performance Task 60% 50% 40%
Written Work 20% 30% 40%
Quarterly Assessment 20% 20% 20%
Grade 11 and 12 (Senior High)
1. The average of the Quarterly Grade produces the semester grade.
2. The general average is computed by dividing the sum of all semestral Final Grades by the Total Number of Learning
Areas.
3. The Senior High School Grading Components
Components Core Academic Track Tech Voc/TVL Sports/Arts/Design

Subject
All other Work All other subjects Work
subject immersion immersion/research
research
Written Work 25% 25% 35% 20% 20%
Performance Task 50% 45% 40% 60% 60%

Quarterly 25% 30% 25% 20% 20%
Assessment
Reporting Summative Grades by Quarter/ Semester or End of the Year
Interpretation of the numerical values for all subject areas is based on the minimum initial grade of 60, transmuted
into an equivalent of 75 in the report card. The numerical grades are described in the different levels of proficiency in the
different competencies set in the subject areas.
Level of Proficiency Descriptors Grading Scale based on Transmuted Values

Advanced 90% and above
Proficient 85%- 89%
Approaching Proficiency 80%- 84%
Developing 75%- 79%
Beginning Below up to 74%
Planning, Implementing and Evaluating: Understanding the Connections

Does curriculum development end with evaluation? Yes, according to some models presented by Hilda Taba and Ralph
Tyler. However, since curriculum development is a continuous process, it can also be viewed like a PIE. Planning,
Implementing, and Evaluating (PIE) is a cyclical process which means that after evaluating, the process of planning starts
again.
The Evaluation Cycle: The Connections

Planning, implementing and assessing are three processes in curriculum development that are taken separately but are
connected to each other. The cycle continues as each is embedded in a dynamic change that happens in curriculum
development
A. Planning is an initial step in curriculum development.

 Planning is an initial process in curriculum develop determining the needs through an assessment.
 An example of a curriculum plan is a lesson plan. It is a written document. Many planners would say: "A good plan
is half of the work done." So, in curriculum development a well-written plan ensures a successful implementation.
 The end product of planning is a written document. Some outputs of curriculum planning are lesson plans, unit plan,
syllabus, course design, modules, books, instructional guides, or even a new science curriculum plan.
B. Implementation continues after planning.

 With a well-written curriculum plan, a teacher can execute this with the help of instructional materials, equipment,
resource materials and enough time. The curriculum implementor must also see to it that the plan which serves as
a guide is executed correctly. The skill and the ability of the teacher to impart and guide learning are necessary in
the curriculum implementation. It is necessary that the end in view or the intended outcomes will be achieved in the
implementation.
C. Evaluation follows implementation.
 Curriculum evaluation as a big idea may follow evaluation models which can be used. for programs and projects.
However, when used for assessment of learning, which is also evaluation, more attention is given to levels of
assessment for the levels of learning outcomes as defined by the Department of Education, The use of the description
for the proficiency the learner is described by the qualified values of the weighted test scores in an interval scale.
What has been planned, should be implemented and what has been implemented should be evaluated.
V. CURRICULUM DEVELOPMENT, REFORMS AND ENHANCEMENT
Curriculum designers need to enhance the curriculum and curricular innovations to respond to the changing educational
landscape in the country as well as in other parts of the globe. It is most necessary that as a future curricularist and a
teacher, you should be familiar with what is happening and will happen in our curriculum. There is no substitute for being
READY and INFORMED.
Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest educational reform in
Philippine Education signed into law by President Benigno Aquino III last May 15. 2013. It is an act enhancing the
Philippine Basic Education system by strengthening its curriculum and increasing the number of years for basic education
appropriating funds therefore and for other purposes The Enhanced Basic Education Act of 2013 popularly known as K to
12 includes one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education. This six-year secondary education includes four (4) years of junior high school and two (2) years of senior high
school. With K to 12, the existing 10 years of basic education is increased to 12 years with Kindergarten education as a
prerequisite to entry in Grade 1.
Why K to 12?
 K to 12 makes the Philippine education system at par with the international standard of 12-year basic education
thereby contributing to a better educated society capable of pursuing productive employment, entrepreneurship, or
higher education studies.
 After going through kindergarten, elementary, junior high and a specialized senior high school program, every K to
12 graduate is ready to go into different paths - higher education, middle level skills development, employment, or
entrepreneurship.
 The K to 12 graduates are also expected to be equipped with 21 century skills like information, media and
technology skills, learning and innovation skills, effective communication skills, and life and career skills.
Let's consider these existing realities in Philippine education that became the bases of the K to 12 implementation:
1. Mastery of basic competencies is insufficient due to congested curriculum

In international examinations, the Philippines performed poorly as revealed in 2003 TIMSS (Trends in International
Mathematics and Science) scores. In Grade IV Science and Math, the Philippines ranked 23 out of 25 participating countries.
In High School II Science, the Philippines ranked 43 out of 46 and in Math ranked 34 out of 38. Even with the science high
schools participating in the Advanced Mathematics category in 2008 TIMMS, the country's ranking did not improve. In fact
it ranked the lowest (10) among ten participating countries.
2. The Philippines is the only remaining country in Asia with a 10 - year basic education program.
 The Philippines is the only country in Asia that has a ten-year basic education program. The short duration of the
basic education program also puts millions of overseas Filipino workers, especially the professionals, and those
who intend to study abroad at a disadvantage. Graduates of Philippine schools are not automatically recognized as
professionals outside the country due to the lack of two years in basic education. Bologna Accord imposes twelve
(12) years of education for university admission and practice of profession in European countries. Washington
Accord prescribes twelve (12) years basic education as an entry to recognition of engineering professionals.
 With K to 12, Filipino professionals would have the same competitive edge with professionals in other countries
having gone through 12 years of basic education.
 By the way, the recommendation to improve and to lengthen the short basic education in the Philippines has been
given since 1925. As one of the most well studied reforms, recommendations of either adding or restoring 7th grade
or adding an extra year to basic education have been put forward.
One frequently asked question raised during the advocacy period for the K to 12 Curriculum was this: "Filipino students
can do in ten (10) years what students in foreign countries do in twelve (12) years. A number of our Filipino graduates who
went through ten years of basic education excel in studies as well as in their place of work abroad, so why add two years
more?"
This may be true. But for as long as the international standard is twelve years of basic education that will remain to be
the standard and will apply to all including brilliant and exceptional Filipino students and graduates.
 In fact, there are cases where our Filipino scholars with Master's degrees who have to enroll in additional Master's
subjects before being allowed to pursue their doctorate degrees applied for. Why the additional Master's subjects?
The reason given is the short, ten-year basic education in the Philippines.
 In other words, the Philippines has no choice but to comply with the twelve-year basic education. In the first place,
this has been a consistent recommendation of past surveys done on the Philippine educational system.
Employability of Filipino high school graduates

 The K to 12 Curriculum prepares the students for the world of work, middle level skills development,
entrepreneurship and college education.
 As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four (4) areas of Technology
and Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture and Fishery Arts.
In Grade 10 and Grade 12, the student is supposed to have obtained a National Certificate (NC) Level 1 and NO
Level II from TESDA. NCI and NC II make a Grade 12 graduate employable.
 The short duration of basic education in the Philippines resulted to 15 year old graduates who are not legally
employable. With the implementation of the K to 12, the graduates of senior high is 18 years old who is legally
employable.
Below are the learning areas comprising the core curriculum. (DepEd Memo 13 s 2013)
The Senior High School Curriculum
There are four tracks in Senior High School. These are Academic track, TechVoc track, Sports and Arts and Design
Track. The academic track has four strands namely 1) Science, Technology, Engineering and Math (STEM) 2) Humanities
and Social Sciences (HUMSS), 3)
Accounting, Business and Management (ABM) and 4) General Academic Strand (GAS).
This means that at Grade 11, a student chooses which track to pursue and if he/she chooses the academic he/she
must also choose which strand. If a student intends to go to college after Grade 12, then he/she must take the academic track.
The college program which he/she wants to enroll in determines which strand to take STEM, HUMSS or ABM. If a Senior
High School student wants to pursue TechVoc courses in Technical Education Skills Development Authority (TESDA),
he/she takes the TechVoc track. He/She who is interested in Arts and Design will pursue the Arts and Design track. The
Sports track will be for any sports- minded Senior High School student.
Teaching-Learning in OBE
Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever approach to teaching is used, the
intent should focus on learning rather than on teaching. Subjects do not exist in isolation, but links between them should be
made. It is important that students learn how to learn, hence a teacher should be innovative. How then should teaching-
learning be done in OBE? Here are some tips:
 Teachers must prepare students adequately. This can be done if the teachers know what they want the students to
learn and what learning outcomes to achieve. Prerequisite knowledge is important, thus a review is necessary at the
start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that regardless of individual uniqueness,
the teacher is always there to help. Teacher and student relationship is important. The classroom atmosphere should
provide respect for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they should learn it (what use it will
be now and in the future) and how will they know that they have learned.
 Teachers must use a variety of teaching methods. The most appropriate strategy should be used taking into account
the learning outcome teachers want the students to achieve. Also to consider are the contents, the characteristic of
the students, the resources available and the teaching skill of the teacher. Even if OBE is learner-centered,
sometimes more direct, time-tested methods of teaching will be appropriate.
 Teachers must provide students with enough opportunities to use the new knowledge and skills that they gain. When
students do this, they can explore with new learning, correct errors and adjust their thinking. Application of learning
is encouraged rather than mere accumulation of these.
 Teacher must help students to bring each learning to a personal closure that will make them aware of what they
learned.
Here are additional key points in teaching-learning in OBE which show the shifts from a traditional to an OBE view.
From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher Knowledge already exist in the minds of the learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in isolation Teacher and students work teams
Pedagogical Approaches to Deliver the Content and Achieve the Outcomes
The delivery modes may vary from the three modes or a combination of the three.
 Face-to-Face (F2F)- a traditional delivery mode where the teacher and the students are physically present to hold
classes in a designated place. One class can be taken as a whole group or small groups at one setting.
 Distance Learning or Remote Learning- on line or printed module. Distance learning is a delivery mode where
the students and teachers are not physically present in one designated place or classroom. For the on-line the teacher
is stationed in a control hub while the students are connected to the hub. Classes are either synchronous or
asynchronous.
 Blended Learning or Flexible Learning- This is a combination of the F2F and the Distance learning. The whole
course will be using the two delivery modes and should be reflected in the curriculum syllabi.
 Experiential Learning (Lifelong learning)- Following the theory of learning by doing, experiential learning
approach allows the learners to experience learning first hand. Sometimes it is also called immersion,
apprenticeship or practicum.
Industrial Revolution 4.0 (IR) and Education 4.0 Schwab
IR 1.0 was the invention of the steam engine. With the steam engine, human labor was replaced by the machine. Many
laborers lost their jobs because machines did their jobs even more efficiently.
IR 2.0 was the age of science and mass production. Things started to speed up with the discovery of electricity. There were
a number of key inventions - gasoline engines, airplanes, chemical fertilizer. Advancements in science weren't limited to
the laboratory, Scientific principles were brought right into the factories, the most notable of which is the assembly line,
which effectively powered mass production. Recall here Henry Ford's company where by the early part of the 20th century
mass-produced cars with gasoline engine built on an assembly line.
IR 3.0 is the digital revolution. We moved from analog electronic and mechanical devices to digital technology which
dramatically disrupted industries, especially global communications. We are now enjoying the blessings of digital
revolution- computers. cellphones. We used to tune in our television with an antenna (analog). This is now replaced by an
Internet-connected tablet that lets you stream movies (digital).
IR 4.0 is computers connected to computers. It is interconnectivity. It's the Internet of Things (IoT), Artificial Intelligence.
In IR4.0 we have robots, driverless cars, genetic sequencing and editing, miniaturized sensors, and 3D printing, to name
some. We get digitally connected to one another across the globe. We can know anything, anytime, anywhere. Global
community connects everything, everywhere always the INTERNET of Everything. Stem cell curing becomes obsolete.
With genetic sequencing and editing, we can now remove the sickness.
Education 4.0
With all these profound changes brought about by IR 4.0, how should education be? What and how should schools teach?
What should curriculum consist of? What should curriculum focus on? The answer or answers to these questions are actually
what Education 4.0 means. In other words, Education 4.0 is the response of the education sector to all the changes brought
about by IR 4.0.
Schools have no choice but to respond to the dramatic changes brought about by IR 4.0, if they have to be relevant. Higher
education institutions cannot ignore these developments or else become irrelevant. To be relevant, schools should consider
some Statistics:
 80% of the skills trained in the last 50 years can now be outperformed by machines
 65% of children who entered in 2018 will work in a job that have not been invented yet
 49% of current jobs have the potential for machine replacement (Statistics, Whelsh, 2018)
With the efficiency of machines, routinized jobs can be done by machines with greater efficiency than human laborers, So
human laborers must be taught how to use the machines at their advantage. But machines lack important human
characteristics such as creativity, flexibility, compassion and empathy. School curricula then should focus on the
development of these innately human characteristics of creativity, flexibility, compassion and empathy. Actually, creativity
and flexibility, compassion and empathy form part of the 10 skills demanded by IR 4.0 enumerated by the World Economic
Forum Report as follows:
 Complex Problem Solving
 Critical Thinking
 Creativity
 People Management
 Coordinating with Others
 Emotional Intelligence
 Judgment and Decision-making
 Service Orientation
 Negotiation
 Cognitive Flexibility
Course content must necessarily, purposively (not incidental teaching) include or integrate these 10 skills. They
must be taught to welcome machines and other features brought by IR 4.0. Learners should be taught that AI can enhance
or optimize creativity but cannot create. Al is a great creative tool for scientists, artists, musicians and writers. Learners
must therefore be taught how to use machines with their unprecedented processing power, storage capacity and their
unlimited access to knowledge. Learners must be made to understand that Artificial Intelligence (AI) can't replace workers
in creative jobs but can do the routine jobs at the service of humans
Teaching methods, strategies and activities must be such that these top skills for success in IR 4.0 must be
developed. Problem- based learning (PBL), project-based learning (PrBL), service learning, immersion, shadowing,
internship are expected regular features of teaching-learning methods and strategies.
Modes of teaching shall be flexible. With knowledge anywhere, anytime, lesson delivery can be flexible. We can
have flipped classrooms where students are given the problems or questions in class and they go out to search for the answers
to the problems or questions then come back to share their answers. One can combine face-to-face instruction with on-line
learning.
Assessment of learning will not be limited to paper-and-pencil test. The assessment of knowledge, skills and values is done
though more authentic modes of assessment.
The Most Essential Learning Competencies (MELCS)
A part of this Basic Education Learning Continuity Plan (BE-LCP) is the 60% reduction of learning competencies
found in the K to 12 Curriculum Guide from 14,171 competencies listed in the K to 12 Curriculum Guide to 5,689 Most
Essential Learning Competencies (MELCs).
One common problem that teachers meet is an overcrowded curriculum. There is so much to cover that teachers tend to do
mile wide-inch deep teaching. The reduction of the number of competencies may lead to more focused teaching. Teaching
should focus on essentials. "The key to success is doing less"
Various Curriculum Delivery Modes
Delivery mode is contextualized in the DepEd's Learning Continuity Plan. Since schools and communities are differently
situated, the choice of the learning delivery modality of schools will depend on the local COVID-19 situation as well as
access to certain learning platforms.
The various curriculum delivery modes include: 1) Online learning, 2) Alternative Delivery Mode, 3) Distance Learning,
4) Homeschooling, and 5) Alternative Learning System.
Alternative delivery mode (ADM) refers to the nontraditional education program recognized by the Department of
Education (DepEd) which applies a flexible learning philosophy and a curricular delivery program that includes non-formal
and informal sources of knowledge and skills.
The accredited ADMs:

1) Modified In-School and Off- School Approach (MISOSA)
2) Enhanced Instructional Management by Parents, Community, and Teachers (e-IMPACT) for primary education;
This alternative modality was developed to address the problems of seasonal absentee learners and congested classrooms in
schools.
Distance learning modes of education include delivery of educational content online, digitally or through radio and
television There used to be "School on the Air". In this Covid 19 crisis, the Philippine government offered government-run
television and radio stations as platforms for delivering lesson.
Homeschooling is another flexible learning option recognized by DepEd. In fact, this is not only a stop-gap solution in
times of crisis, Based on the policy guidelines released by DepEd, homeschooling provides learners with access to formal
education while staying in an out- of-school environment.
To enroll children in a homeschool program, parents or guardians should do so through a public school, through a private
school that had been given a permit to offer a homeschool program or through homeschool providers, which are learning
centers or institutions that provide homeschooling. Homeschooling is not the same as home-based schooling. It is much
more than using the home as a setting for schooling.
Alternative Learning System or ALS is a "parallel learning system in the Philippines that provides a practical option to
the existing formal instruction. When one does not have or cannot access formal education in schools, ALS is an alternate
or substitute. ALS includes both the non-formal and informal sources of knowledge and skills."
There are two major programs on ALS that are being implemented by the Department of Education, through the Bureau of
Alternative Learning System (BALS). One is the Basic Literacy Program and the other is the Continuing Education Program
- Accreditation and Equivalency (A&E). Both programs are modular and flexible. This means that learning can take place
anytime and anyplace, depending on the convenience and availability of the learners.
Reference:
The Teacher and the School Curriculum, Bilbao, Dayagbil, Corpuz 2020

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ST.

LOUIS REVIEW CENTER

THE TEACHER AND THE SCHOOL CURRICULUM

I. CURRICULUM ESSENTIALS: The Teacher and the School Curriculum

Some Definitions of Curriculum

TYPES OF CURRICULA IN SCHOOLS

THE TEACHER AS A CURRICULARIST...

CURRICULUM FROM TRADITIONAL POINT OF VIEW

CURRICULUM FROM PROGRESSIVE POINT OF VIEW

THE THREE WAYS OF APPROACHING A CURRICULUM

BASIC Principles of curriculum content

CURRICULUM DEVELOPMENT PROCESS

CURRICULUM DEVELOPMENT PROCESS MODELS

1. What education purposes should schools seek attain?

3. Galen Saylor and William Alexander Curriculum Model

Four Criteria of the Teaching - Learning Environment in Designing a Curriculum

APPROACHES TO CURRICULUM DESIGNING

Benefits of Curriculum Mapping

Curriculum Quality Audit (CQA)

Benefits of Curriculum Quality Audit

III. IMPLEMENTING THE CURRICULUM

KURT LEWIN’S FORCE FIELD THEORY AND CURRICULUM CHANGE

Other stakeholders in curriculum implementation and development

Curriculum Evaluation: A Process and a Tool

CURRICULUM EVALUATION MODELS

2. Tyler Objectives Centered Model

Curriculum Elements Evaluation Process Action

3. Daniel Stufflebeam's Context, Input, Process, Product Model (CIPP)

Steps Taken in All the Stages

PHILIPPINES QUALIFICATION FRAMEWORK (PQF)

Higher Education from Baccalaureate to Doctoral and Post-Doctoral Levels.

COMPONENTS PURPOSES WHEN GIVEN

Components MAPEH, EPP/TLE Languages, AP,ESP Science, Math

Components Core Academic Track Tech Voc/TVL Sports/Arts/Design

Performance Task 50% 45% 40% 60% 60%

Level of Proficiency Descriptors Grading Scale based on Transmuted Values

Planning, Implementing and Evaluating: Understanding the Connections

The Evaluation Cycle: The Connections

A. Planning is an initial step in curriculum development.

B. Implementation continues after planning.

1. Mastery of basic competencies is insufficient due to congested curriculum

Employability of Filipino high school graduates

From Traditional View To OBE View

The accredited ADMs:

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