Lesson 3 CURRICULUM DEVELOPMENT

Course Specification and

Syllabus Course Philosophy

The course is intended to orient prospective teachers about the

principles, process and procedures of curriculum design and
development. The participants will be informed about the objectives,
selection of content, its scope and outcomes, teaching strategies, and
design of instructional materials. The prime focus of this course is to
discuss the process of curriculum development beginning with the
construction phase until it is ready for implementation in educational
organizations. Prospective teachers will be provided with real
experiences to study/observe different stages of curriculum development
in order to enhance their understanding of how a curriculum is
developed as a document. They will apply their learning through analysis
of a unit of study they have developed in another course in their
program, using principles they have learned in the curriculum course.
Prospective teachers will learn about two broad categories of curriculum
development: the deductive model and the inductive model.

They will be introduced to the study of curriculum, forms of curriculum,

and elements of curriculum. Curriculum is defined differently by
people who study curriculum and by end users. The class will have to
come to agreement about the meaning of curriculum and related terms
such as syllabus, scheme of studies, and lesson planning. A curriculum is
never a value free document. Foundations of curriculum are guided by
some philosophical sociological and psychological understanding on the
what, why and how of a curriculum. This course will also include various
factors that affect the process of curriculum development and
implementation.

Prospective teachers will learn about traditional and progressive notions

of curriculum monitoring, assessment and evaluation and these notions
influence curriculum improvement efforts. This course gives prospective
teachers the opportunity to develop in-depth understanding of the
central idea of curriculum. Furthermore, this course will enable
prospective teachers to plan and develop curriculum to meet the needs
and demands of the times.

INTENDED LEARNING OUTCOMES (ILOs)

Student Outcome

A. Describe curriculum, its forms and elements and related terms.

B. Describe the characteristics of curriculum in terms of aims, goals
and objectives and Taxonomies of educational objectives.
C. Identify models and designs of curriculum and their implications
 for teaching and learning.
D. Describe the Process of Curriculum Development and change in the
Philippines
ILO A. Knowledge
Upon completion of this course, the students should be able to:
a) Know and understand basic concepts of curriculum and identify
the key elements of curriculum;
b) Identify various theories and approaches to curriculum design;
c) Identify and explain different curriculum models;
d) Know and understand traditional and progressive conceptions of
evaluation;
e) Define the philosophical considerations, purpose, and goals of
curriculum;
f) Know basic concepts, meanings, types and stages of planning for
evaluation; and
g) Identify the forces and factors that affect the process of curriculum
development in the Philippines.

ILO B. Comprehension
Upon completion of this course, the students should be able to:
a) Discuss curriculum implementation and milieu and explain various
meanings of curriculum and its importance;
b) Know and understand the importance of curriculum goals, aims and
objectives;
c) Understand and explain the need and importance of curriculum design;
d) Understand and explain curriculum development and change in the
Philippines;
e) Explain the role of evaluation and assessment in curriculum
improvement;
f) Know and understand the relationships among evaluation,
assessment and curriculum;
g) Describe at least one trend in curriculum;
h) Understand the philosophical considerations, purposes, and
goals of the curriculum; and
i) Discuss internal and external factors and their influences on
curriculum development.

ILO D. Analysis
Upon completion of this course, the students should be able to:
a) Critically examine the issues in curriculum development and change;
b) Articulate practical application design principles in curriculum
through discussion of their own work;
c) Understand various curriculum development processes;
d) Comprehend on the change process and identify stakeholders
involved in the curriculum development process;
e) Critically evaluate the prevailing system of education in the
Philippines;
 f) Critically analyze the models of curriculum planning and identify
the most feasible models for use in a Philippine context;
g) Comprehend and analyze the meaning and concepts of curriculum; and
h) Critique the effectiveness of different types and forms of
curriculum and the different models of curriculum planning and
development.

ILO E. Synthesis
Upon completion of this course, the students should be able to:
a) E.1 Differentiate between different forms of curriculum;
b) Apprehend on the basis of the Elementary and Secondary and
Tertiary School Program and its organization;
c) Understand the meaning, importance, key concepts and elements of
curriculum and comprehend on the role of foundations in curriculum
development process;
d) Compare and contrast the impact of foundations on the learning of
students;
e) Analyze the reflection of educational goals as mentioned in the
education policies in the prescribed textbooks;
f) Compare the mechanism of the mentioned models and highlight
similarities and differences; and
g) Compare the subject-centered approach with the learner-centered
approach to curriculum.

ILO F. Evaluation
Upon completion of this course, the students should be able to:
a) Select one approach to curriculum and give reasons for their selection;
b) Differentiate between instruction and teaching, and state examples of
instruction;
c) Give suggestions on how to overcome issues concerning curriculum
planning and evaluation;
d) Be acquainted with the curriculum planning process in the Philippines
by identifying the agencies responsible for Curriculum Development
at National and Provincial level;
e) Appreciate the significance of various foundations in the curriculum
development process;
f) Examine the three bases of curriculum and show the intricate
relationship between them; and
Highlight the contribution of teacher as reflective practitioner and
instructional technology developer in curriculum development process.

Mapped Intended Learning Outcome with the Student Outcomes for

the Course:

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Content Coverage for Modular Students

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The following subsequent to this page shows the tentative list of topics for the
course. The instructor has the right to alter the outline at any time constraints,
unexpected scheduling conflicts, unexpected affairs/activities in the university, or
overall benefit to class effectiveness.

Instructions:

1. Research the following SUB-TOPICS and give an introduction or

highlights about the MAIN TOPICS. You can copy the important
lessons and make an outline. Encode and use Microsoft Words.

2. Print and will submit to the author a month after your enrollment.

3. Answer the Practice Sets 1 & 2 in a yellow sheet of paper and submit
together with what stated on #s 1 & 2.

A. Concepts, Nature and Purposes of

Curriculum Curriculum from Different
Point of Views

a) Types of Curriculum Operating in Schools

b) Philosophical Foundations of Curriculum
c) Historical Foundations of Curriculum
d) Psychological Foundations of Curriculum
e) Social Foundations of Curriculum

B. Elements and Components of Curriculum

a) Curriculum Aims, Goals and Objectives in Different Levels
b) Curriculum Content or Subject Matter
c) Curriculum Experiences
d) Curriculum Evaluation
e) Curriculum Approaches

C. Teaching-Learning Process and Curriculum Development

a) Teaching as a Process in Curriculum
b) Learning as a Process in Curriculum
c) Teaching and Learning in the Curriculum
d) Matching Teaching and Learning in Curriculum Context

D. Curriculum Design Models

a) Subject-centered Design
b) Learner-centered Design
c) Problem-centered Design
d) Assessment on Curriculum Design of the Three Levels in
Education (Basic, Tertiary, and Vocational)
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 E. Designing and Principles of Curriculum Design

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 a) Dimensions of Curriculum Design
b) Guidelines in Curriculum Design

F. Approaches to Curriculum Design

a) (Six Features of a Curriculum) a. The Teacher b. The Learners c.
Knowledge, Skills and Values d. Strategies and Methods e.
Performance f. Community Partners
b) The Roles of Stakeholders in Curriculum Implementation
c) Learners as the Center of the Curriculum
d) Teachers as Curriculum Developers and Implementers
e) Curriculum Managers and Administrators
f) Parents as Supporters to the Curriculum
g) Community Members as Curriculum Resources
h) Other Stakeholders in Curriculum Implementation

G. The Role of Technology in Delivering the Curriculum

a) Pilot Testing, Monitoring and Evaluating the Implementation of
the Curriculum Evaluation of the following Curriculum Framework of Basic
Education in the Philippines:
a. National Elementary School Curriculum or the NESC (1984 –
2002)
b. New Secondary Education Curriculum or the NSEC (1991 –
2002)
c. Revised Basic Education Curriculum or the RBEC (2002)
d. Secondary Education Curriculum – Understanding by Design
(2010)
e. K to 12 Basic Education Curriculum (2012)
b) Assessing the Curriculum (Criteria for Curriculum Assessment)
a. Criteria for Goals and Objectives
b. Criteria for Assessment of Instruction
c. Characteristics of a Good Curriculum
d. Curriculum Evaluation
c) Tools to Assess Curriculum
a. Paper-and-pencil Strategy
b. Performance-based Strategy
c. Observational Strategy
d. Personal communication Strategy
e. Oral Strategy
f. Reflective Strategy
g. Recording Tools and Devices
d) Curriculum Innovations: Local and Global Trends
a. Thematic Teaching
b. Content-Based Instruction
c. Focusing Inquiry
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 d. Generic Competency Model
e. Third Elementary Education Program (TEEP)
f. Secondary Education Improvement and Development Program
(SEDIP)

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 g. New Teacher Education Curriculum
h. Ladderized Curriculum for Bachelor of Technical Teacher
Education (BTTE)
i. Instructionaland Curricular Excellencein School Leadership
and Management (DepEd excel)
j. Project CHILD
k. Brain-Based Learning

Teaching-Learning Strategies and Assessment Methods During the

teaching-learning activities, the students are guided by the different
references or resources such as Internet and other books pertinent to the
course. Other resources maybe provided by the Instructor or by the
students themselves. Prior researches about the topics to be discussed are
allowed. Group presentation, group project, individual outputs and other
activities can be employed by the Instructor.

COURSE POLICIES:

The following are given as guide in the conduct of the course: Grading
System. The passing final grade is 75%. The numerical equivalent of the
final grade will be determined from the following rating scale.

Dropping. Dropping from the course is the responsibility of the student. If

the student decides to stop attending the class, he/she should submit a copy
of duly signed dropping form not later than the date set by the center
director. Failure to comply with this requirement would mean a grade of
5.00 in the course. Please be guided accordingly.

Reference: Bilbao, Purita P., et. al., 2008. Curriculum Development.

LORIMAR Publishing Inc. Quezon City, Philippines.

A Comprehensive Introduction to
CURRICULUM DEVELOPMENT

What is a Curriculum?
• A blueprint.Curriculum simply means “a course of study”.
• A course designs.It is a well-planned sequence of learning experiences
occupying several learning sessions and involving some form of assessment
of the learner’s work.
• It’s a product. It is the result of careful and systematic planning and
writing of a framework to guide the teaching and learning process.
• A basis. It involves reflecting on and making decisions about the teaching of
the entire course well before it begins.

CURRICULUM DEVELOPMENT
The process of creating something over a period of time.

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POINT OF VIEW TO CURRICULUM DEVELOPMENT

Ralph Tyler Model: Four Basic Principles

TYLER’S RATIONALE

1. What educational purposes should the

school seek to 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?

GRASSROOTS APPROACH OF HILDA TABA

1. Diagnosis of learner’s needs and expectations of the society
2. Formulating of the learning objectives
3. Selection of the learning content
4. Organization of the learning content
5. Selection of the learning content
6. Organization of the learning activities
7. Determination of what to evaluate and the means of doing it
INTERACTING PROCESSES IN A CURRICULUM MODEL

PLAN – IMPLEMENT – EVALUATE

TYPES OF CURRICULUM
Allan Glatthorn, 2000

Recommended Curriculum
Proposed by scholars and professional organizations

Written Curriculum
Appears in school, district, division or country documents

Taught Curriculum
Usually implemented in the classrooms and schools

Supported Curriculum
Resources – textbooks, computers, and audio-visual materials

Assessed Curriculum
Tested and evaluated curriculum

Learned Curriculum
Learning outcomes achieved by the students

Hidden Curriculum
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Unintended and unplanned curriculum which may modify behavior or influence
learning outcomes

FOUNDATIONS OF CURRICULUM

PERENNIALISM
Educate rational person, focal focus is on classical subjects, literary
analysis and curriculum is constant

ESSENTIALISM
Promote intellectual growth, focuses on essential skills (3Rs) and essential
subjects of English, Science, History, Mathematics and Foreign Languages

PROGRESSIVISM
Promotes democratic and social living, interdisciplinary, interactive and
integrative

RECONSTRUCTIONISM
Education for change, focuses on present and future trends and issues,
equality of education, access to global education

1. Franklin Bobbit (1876-1956). Presented curriculum as a science. It prepares

students to adult life.
2. Werret Charters (1875-1952). Curriculum should give emphasis on student’s
needs.
3. William Kilpatrick (1871-1965). Curricula are purposeful activities which
are child- centered.
4. Harold Rugg (1886-1960). Curriculum should be plan in advance and
should produce outcomes.
5. Hollis Caswell (1901-1989). Curriculum is a set of experiences as
organized around knowledge and learners’ interest.
6. Ralph Tyler (1902-1994). Curriculum is a science and an extension of
school’s philosophy.

COMPONENTS OF THE CURRICULUM

1. What is to be done? AIMS, GOAL and OBJECTIVES

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 2. What subject matter is to be included? CONTENT

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 3. What instructional strategies, resources and activities will be employed?
EXPERIENCES
4. What methods and instruments will be used to assess the results of the
curriculum?
EVALUATION

CLASSIFICATIONS OF OBJECTIVES

Cognitive
Affective
Psychomotor

COGNITIVE
Benjamin Bloom

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 An adjusted model of Bloom’s Taxonomy (1956) of Cognitive Domain was
produced by Anderson and Krathwohl in which the levels five and six (Synthesis
and Evaluation) were inverted and all the levels became verbs, suggesting that
learning is an active process.
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

REMEMBERING

UNDERSTANDING

APPLYING

ANALYZING

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EVALUATING

CREATING

AFFECTIVE
David Krathwohl
Affective Domain provides a framework for teaching, training, assessing and
evaluating the effectiveness of training and lesson design and delivery and the
retention by and affect upon the learner or trainee.
1. Receiving
2. Responding
3. Valuing
4. Organizing
5. Internalizing

RECEIVING

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RESPONDING

VALUING

ORGANIZING

INTERNALIZING

P S Y C HOMOT
O
R
RH Dave
The psychomotor domain was established to address skills
development relating to the physical dimensions of accomplishing a task. Because
‘motor skills extend beyond the originally traditionally imagined manual and
physical skills, always consider using this domain, even if adequate cognitive and
affective domains cover the learning environment.

1. Imitation
2. Manipulation
3. Precision

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 4. Articulation
5. Naturalization

IMITATION

MANIPULATION

PRECISION

ARTICULATION

NATURALIZATION

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Activity
Identify the TAXONOMIC DOMAIN of the given instructional/specific objectives.

1. Identify the forces and factors that affect the purposes of curriculum
development in the Philippines.
2. Use Bloom’s Taxonomy in curriculum planning.
3. Examine the three bases of curriculum and show the intricate
relationship between them.
4. Give suggestions on how to overcome issues concerning curriculum
planning and evaluation.
5. Anticipate future scenarios of curriculum change and innovation.

CRITERIA FOR THE SELECTION OF THE SUBJECT MATTER

 Self-sufficiency
 Significance
 Validity
 Interest
 Utility
 Learnability and feasibility

HOW TO ORGANIZE CURRICULAR PLANS?

As according to Palma (1992)
Step 1 – Make sure it’s balanced
Step 2 – make sure it’s well
articulated Step 3 – Make sure it’s
sequential
Step 4 – Make sure it’s continuous

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CONE OF EXPERIENCE
Edgar Dale

EXAMPLES OF HOW STUDENTS LEARN

Learning by trial and error (Stimulus-response Theory)

Learning by conditioning (Classical Conditioning
Theory) Learning by insight (Discovery Learning)
Learning by observation and imitation through modeling

OTHER MODES OF LEARNING

Based on Howard Gardner’s Theory of Multiple Intelligence
 Mathematical
 Verbal

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  Kinesthetic
 Visual
 Aural
 Interpersonal
 Intrapersonal

APPROACHES TO CURRICULUM

Behavioral Approach
 Based on blueprint
 Learning outcomes are evaluated based on objectives

Managerial Approach
• The principal is the curriculum leader and at the same time the instructional
leader
• More on improving curriculum and pay less attention on the subject matter

Systems Approach
• Curriculum is examined in terms of how they relate to each other
• Pay equal attention to administration, counselling, curriculum,
instruction and evaluation

Humanistic Approach
• Curriculum should focus on the total development of an individual
• The leader is at the center of the curriculum

CRAFTING THE CURRICULUM

Remember that a curriculum may de designed:
o Horizontal
o Vertical

What is our role?

Teachers are considered as:
1. Designer
2. Implementer
3. Evaluator
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Curriculum Design Models
1. Subject-centered Design Model. It focuses on the content of the curriculum.
This design corresponds mostly to the textbooks, written for the specific
subject. It is the reason behind why school hours are divided.
2. Learner-centered Design Model. The curriculum is designed in a way that
learner is the center of the educative process.
3. Problem-centered Design Model. Curriculum design centers and draws on
social problems, needs, interests and abilities of the learners.

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DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN
The way we draft and write the curriculum should be based on these principles:
1. Scope
2. Sequence
3. Continuity
4. Integration
5. Articulation
6. Balance

SCOPE
 All content, topics, learning experiences and organizing threads comprising
the educational plan (Tyler & Ornstein, 2004), it can be cognitive, affective
or psychomotor content.
 It provides boundaries in curriculum as it applies to the different educational
level.
 It can be divided into chunks called units, sub-units, chapters or sub-
chapters as the case may be.
 Content may be outline thematically, linearly or logically.

SEQUENCE
Vertical relationship among elements of the curriculum
FOUR PRINCIPLES OF SEQUENCE
Smith, Stanley and Shore, 1957

 Simple to complex learning

 Prerequisite learning
 Whole to part learning
 Chronological learning

MAJOR PRINCIPLES FOR ORGANIZING CONTENTS

Posner and Rudnitsky, 1994

1. World-related sequence
What relationship exist among people, objects or events of the world?
 Space. Spatial relations will be the basis of sequence.
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  Time. Chronological principle in sequencing content.
 Physical Attributes. Physical characteristics of the phenomena.
2. Concept-related sequence
Reflects the organizational of the conceptual world and how ideas are related
in a logical manner.
 Class Relations. Refers to the group or set of things that share common
practices.
 Propositional Relations. Evidence is presented before propositions.
3. Learning-related Sequence
Based on the psychology of learning and how people learn.
 Empirical Prerequisites. Sequence is primarily based on empirical studies
where the prerequisites is required before learning the next level.
 Familiarity. What is familiar should be taken up first before the unfamiliar.
 Difficulty. Easy content is taken ahead than the difficult one.
 Interest. Contents and experiences that stimulate interest are those
that are novel. These can arouse curiosity and interest of learners.

CONTINUITY
Vertical repetition and recurring appearances of the content provide
continuity in the curriculum.
SPIRAL PROGRESSION
Gerome Bruner
 The content is organized according to the interrelationship between
structure of the basic ideas of a major discipline.
 For learners to develop the ideas, these have to be developed and
redeveloped in a spiral fashion in increasing depth and breadth as the
learners advance.

INTEGRATION
Subject matter content or disciplined content lines are erased and isolation is

eliminated. “Everything is integrated and interconnected. Life is a series of

emerging themes”.

ARTICULATION
1. Vertical Articulation. Contents are arranged form level to level so that the
content in a lower level is connected to the next level.
2. Horizontal Articulation. Association among or between elements that
happens at the same time at different learning areas.

BALANCE
Equitable assignment of content, time, experiences and other elements.

“Too much or too little maybe disastrous”.

GUIDELINES IN CURRICULUM DESIGN

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 1. Curriculum design committee should involve teachers, parents,
administrators or even students.

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 2. School’s vision, mission, goals and objectives should be reviewed and used
as a bases for curriculum design.
3. The needs and the interests of the learners, in particular, and the
society, in general, should be considered.
4. Alternative curriculum design should consider advantages and
disadvantages in terms of cost, scheduling, class size, facilities and
personnel required.
5. The curriculum design should take into account cognitive, affective,
psychomotor skills, concepts and outcomes.

SIX FEATURES OF THE CURRICULUM

1. Who teaches? Teachers
2. Who do the teachers teach? Learners
3. What do the teachers teach? KSA
4. How do teachers teach? Strategies and Methods
5. How much of the teaching was learned? Performance
6. With whom do we teach? Community Partners

ASSESSING THE CURRICULUM

Lesson 1 - Intended vs. Implemented vs. Achieved Curriculum

Purpose of Curriculum Assessment

Curriculum Assessment is the process of collecting information for use in

evaluation. Curriculum Assessment may achieve the following purposes:
1. Highlight curriculum expectations
2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified needs of
students
5. Provide evidence to tell how well the students have learned
6. Obtain feedback that helps teachers, students and parents make good
decisions to guide instructions.

INTENDED CURRICULUM
Refers to a set of objectives at the beginning of any particular plan. It
establishes the goal, the specific purposes, and the immediate objectives to
be accomplished.

There are certain indicators to measure intended curriculum.

1. Are the objectives achievable within the learners’ developmental

levels?
2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
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 5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?

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IMPLEMENTED CURRICULUM
Refers to the various learning activities or experiences of the students in
order to achieve the intended curricular outcomes.

To assess the implemented curriculum, the following questions can be

addressed:

1. Are the learning activities congruent with the stated objectives?

2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the
strategy?
4. Does the teacher utilize the various ways of doing to complement
the learning styles of the students?
5. Are there alternative activities for the learners to do to accomplish
the same objectives?
6. Do the activities motivate the learners to do more and harness their
potentials?
7. Do the activities provide maximum learning experiences?
8. Do the activities utilize multiple sensory abilities of the learners?
9. Do the activities address multiple intelligences of the learners?

ACHIEVED CURRICULUM
Refers to the curriculum outcomes based on the first two types of
curriculum, the intended and the implemented. It is now considered the
product. It can be the learning outcomes, or a material product itself, like a
book, module or instructional material.

To measure achieved curriculum the following questions should be

addressed:
1. Do the learning outcomes achieved by the learners approximate
the level of performance set at the beginning of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives
set?
3. Do the achieved learning outcomes reflect knowledge, skills and
attitudes and skills intended to be developed?
4. How many percent of the learners in the same class perform higher
that the level set at the beginning?

The relationship of the Three Types of Curriculum

The Basic Education Curriculum (BEC) and the Three Types of Curriculum:

Intended, Implemented and Achieved

Question 1. What does the BEC aim to accomplish? (Intended Curriculum)

1. To raise the quality of Filipino learners and graduates who will become
lifelong learners.
2. To decongest the curriculum in order that the teachers and learners will
be able to contextualize it.
3. To use innovative, interdisciplinary and integrative methods of
instructional delivery whenever possible and appropriate.
4. To make values development integral to all learning areas in high school.

The curriculum objectives are expressed in terms of competencies: knowledge,

skills, values and attitudes which the learners will develop or acquire.

Question 2. How was the BEC implemented to accomplish the goals? (Implemented
Curriculum)
1. The BEC decongested the overcrowded the old curriculum into five learning
areas, namely, English, Mathematics, Science, Filipino and Makabayan.
2. The teachers in basic education were trained to use innovative,
interdisciplinary, thematic, and integrative modes of instructional delivery.
3. Teaching-learning processes are interactive to enhance learning.
There is open communication between teachers and learners and
among learners themselves. Instructional materials and multimedia
are fully utilized to support interactions thus teaching and learning
become more interesting.
4. English, Science, Mathematics and Filipino are the basic tool
subjects, while Makabayan develops healthy personal and national
self-identity.
5. Makabayan entails the use of integrated units of learning areas
composed of several subjects in the elementary and in the secondary
levels.

For the Elementary Level, Makabayan is composed of

a)Araling Panlipunan or Social Studies
b) EdukasyongPantahanan at Pangkabuhayan EPP
c)Musika, Sining at EdukasyongPangkatawan MSEP
d) Good Manners and Right Conduct GMRC

For the high school, Makabayan is composed of

a) Araling Panlipunan or Social Studies
b) Technology and Home Economics
c) Physical Education, Health, Music and Arts (PEHMA)

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 d) Edukasyon sa Pagpapahalaga (EP) or Values Education
e) The school year 2002-2003 was declared as the pilot year in
the public schools. Private basic education schools were
encouraged to join in the implementation of the BEC in the
later years.

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Question 3. What has the BEC achieved? (Achieved curriculum)
The National Educational Testing and Research Center
(NETRC) The Bureau of Elementary Education (BEE)
The Bureau of Secondary Education (BSE)

A continuous monitoring was done by the school principals and

supervisors in the schools, district and divisions. This is referred to as
school-based monitoring, to allow curriculum managers to make immediate
adjustments and provide feedback to the national offices.

Among the initial achievements of the BEC as expressed by teachers,

parents and students informally are the following:
1.Increased interest and motivation of students to go to school.
2.Increased level of performance in the tool subject areas.
3.Change in teachers’ paradigm from a dispenser of knowledge to
facilitators of learning
4.Increased instructional materials support for teaching and learning
5.Increase in the in-service training of teachers
6.More opportunities of learners to learn on their own.
7. Use of varied teaching strategies to complement the learning
styles of the students.
8.More involvement of other stakeholders in the education of the
children
9.More involvement of the school principals in decision making
that relate to curriculum implementation.
10. Empowered teachers and school officials.

ASSESSING THE CURRICULUM

Lesson 2 - Criteria for Curriculum Assessment.

Criteria- are a set of standards to be followed in assessment. Specifically,

as they apply to criteria are set of standards upon which the different
elements of the curriculum are being tested. The criteria determine the
different levels of competencies or proficiency of acceptable task
performance.

Goals and Objectives- are statements of curricular expectations.

Objectives indicate clearly what the students will learn. The items must
reflect the tasks, skills, content behavior and thought processes that make
up curricular domains and must also match the students’ needs.

Goals and instructional objectives - are formulated and specified for the
following purposes:

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1.To have focus on curriculum and instruction which give direction to
where students need to go.
2. To meet requirements specified in the policies and standards of
curriculum and instruction
3.To provide the students’ the best possible education and standards of
curriculum and instruction.
4.To monitor the progress of students based on the goals set
5.To motivate students to learn and the teachers to be able to feel a sense
of competence when goals are attained.

For goals and objectives to be formulated criteria on certain elements

should be included according to Howell and Nolet in 2000.
1.Content
2.Behavior
3.Criterion
4.Condition

Writing effective goals and objectives should also use the following
general criteria.

1.Syntactic correctness (Are the objectives syntactically correct?)

2. Compliance with legal requirements (Do the objectives comply with
the legal requirements of the course of subjects?)
3.The Stranger Test (Do the objectives pass the stranger test?)
4. Both knowledge and behavior are addressed (Do the objectives
address both knowledge and
behavior?)
5.The So-What test (Do they pass the so-what test?)
6.Individualization (Are the objectives aligned?)
7.Common Sense (Do they make common sense?)

Criteria for Assessment of Instruction

The Two Approaches to Instruction:

1. Supplantive Approach - referred to as “direct” instruction. The

teachers attempt to promote learning by providing explicit directions
and explanations regarding how to do a tank.

With this approach, information is presented in an ordered sequence

in which component sub skills are taught directly or a foundation for later
tasks. This approach to instruction is highly teacher-directed.

2. Generative Approach - referred to as “constructivist” or

“developmental”. The teacher functions as a facilitator who takes a

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 less central role in a learning process that is student directed.
Generative instruction is “constructivist” because much

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 of its emphasis is on helping students to construct their own
educational goals and experiences as well as the knowledge that
results.

With this approach, information is presented on a schedule determined

by students’ interests and goals. Prerequisites for more complex
information are expected to be learned as a consequence of the larger
understanding students would be guided to construct.

With this approach, information is presented on a schedule determined

by students’ interests and goals. Prerequisites for more complex
information are expected to be learned as a consequence of the larger
understanding students would be guided to construct.

Attributes Generative Approach Supplantive

Approach
Buzz Words used  Constructivist  Direct instruction
by proponents  Developmental  Teacher-directed
 Top down  Mastery learning
 Holistic  Task analytic
 Authentic  Competency based
 Meaning-based  Effective teaching
What proponents call  Romantics  Reductionist
the other  Fuzzy  Drill-and-kill
 Postmodernist  Dogmatic
 Unrealistic  Unauthentic
Underlying beliefs  Students  The skills that
about what students need to
is taught construct their be learn can be
own derived from an
understanding analysis of the
 When learning social demands
is placed on them.
contextualized,
students will
identify what they
are ready
to learn.
Underlying beliefs  Learning is  Learning can be
about how “socially induced
learning occurs constructed”,
students link to through instruction
new information that builds explicit
to prior links between new
knowledge information and
prior knowledge.
when provided
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 opportunities
to
observe or
experience.
Underlying beliefs  Learning  When learning
about how to does not occur, it
teach is developmental can be facilitated
and occurs much by building it from
the way early the “bottom up”
language is through teaching
acquired. of
 Teachers take
a prerequisite
“hand’s off” subskills.
approach and seek  Teachers take a
to provide a “hands on
meaningful context approach” by
in which learning structuring lessons
will occur and providing
naturally. explicit
direction.
Common error made  Creating  By focusing on
by proponents interesting specific
classroom
activities but learning outcomes,
failure to link these they may fail to
activities to attend to other
learning outcomes. equally
important
interests and topics.
 Too much  Too much
emphasis on larger emphasis on the
ideas, not enough components, not
emphasis on enough emphasis
the components. or the larger ideas.

Select the Generative Select the Supplantive

Approach when: Approach when:
The Student  Has  Has little
prior
considerable prior knowledge of the
knowledge task
 Has  Has non-
adaptive
adaptive motivational
motivational patterns
patterns  Experiences
 Experiences repeated failure on
consistent the task
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 successes on the
task
The Task  Is simple for  Is complex
the student  Is ill defined
 Is well-defined  Has
 Can be
completed missing
using a information
general  Requires the use
problem-solving of a task-specific
strategy strategy
 Is to understand,  Is pivotal to
but not necessarily the learning
apply, what is of
learned subsequent tasks
 Must be used with
a
high level
of
proficiency
The Setting  Allows plenty of  Time allowed to
time to accomplish
outcomes is limited
accomplish  Places priority on
outcomes task mastery
 Places priority
on
experiences

and activities

Curriculum Criteria

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Are guidelines on standard for curriculum decision-making. The objectives of a
curriculum or teaching plan are the most important curriculum criteria, since they
should be used in selecting learning experiences and in evaluating learning
achievement.

The criteria are stated in the form of questions as follows:

1. Have the goals of the curriculum or teaching plan been clearly stated; and
are they used by teachers and students in choosing content, materials and
activities for learning?
2. Have teacher and students engage in student-teacher planning in defining
the goals and in determining how they will be implemented?
3. Do some of the planned goals relate to the society of the community in
which the curriculum will be implemented or the teaching will be done?
4. Do some of the planned goals relate to the individual learner and is or her
needs, purposes, interest and abilities?
5. Are the planned goals use as criteria in selecting and developing learning
materials for instruction?
6. Are the planned goals used as criteria in evaluating learning achievement
and in the further planning of learning sub goals activities?
7. According to Hass and Parkay (1993), individual differences, flexibility and
systematic planning are criteria that depend in part on knowledge of the
different approaches to learning.

What are the characteristics of a good curriculum?

1. A good curriculum is systematically planned and evaluated.

2. A good curriculum reflects adequately the aims of the school.
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for
adaptation to particular situations and individuals.
6. A good curriculum utilizes the most effective learning experiences
and resources available.
7. A good curriculum makes maximum provision for the development
of each learner.

What is evaluation?

 Evaluation is the process of determining the value of something or the

extent to which goals are being achieved. It is a process of making a
decision or reading a conclusion. It involves decision making about
student performance based on information obtained from an
assessment process.

 Assessment is the process of collecting information by reviewing the

products of student work, interviewing observing, or testing.

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  Evaluation is the process of using information that is collected
through assessment. It entails a reasoning process that is based on
influence.

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  Inference is the process of arriving at a logical conclusion from a body
of evidence. It usually refers to the process of developing a conclusion
on the basis of some phenomenon that is not experienced or observed
directly by the person drawing the inference.

 Evaluation is a thoughtful process. It is the judgment we make about

the assessment of student learning based on established criteria. It
involves the process of integrating assessment information form
various sources and using this information to make inferences and
judgments about how well students have achieved the curriculum
expectations.

Evaluation provides information

 Directly to the learner for guidance

 Directly to the teacher for orientation of the next instruction activities.
 Directly to external agencies for their assessment of schools
functioning in the light of national purpose.

What is curriculum evaluation?

 Curriculum evaluation is the process of obtaining information for

judging the worth of an educational program, product, procedure,
educational objectives or the potential utility of alternative
approaches designed to attain specified objectives.

 Curriculum evaluation focuses on determining whether the

curriculum as recorded in the master plan has been carried out in the
classroom.

In evaluating a curriculum, the following key Questions are usually asked:

o Are the objectives being addressed?
o Are the contents presented in the recommended sequence?
o Are students being involved in the suggested instructional
experiences?
o Are the students reacting to the contents?

Formative and Summative Evaluation

 Summative evaluation is evaluation that takes place at the end of a

unit or section of instruction. Summative evaluation takes place at
the end of the lesson or project and tells the evaluator what has
happened. It sums up the learning. It is the after-the-fact, like end-of-
the-year testing.
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  Formative evaluation takes place during the lesson or project and tells
the evaluator what is happening. It is on-going and yields information
that can be used to modify the program prior to termination.

ASSESSING THE CURRICULUM

Lesson 3 - Tools to Assess the Curriculum

What are Assessment Strategies?

Assessment Strategies are structures through which student

knowledge and skills are assessed. These are:
1.Pencil-and-paper-strategy
2.Performance based strategy
3.Observational
4.Personal communication
5.Oral
6.Reflective
7.Combinations of strategies

PAPER-AND-PENCIL STRATEGY
The Essay

A. Definitio
n The
essay:
 Is a writing sample used to assess student understanding and or
how well students can analyze and synthesize information;
 Is a pencil-and-paper assessment where a student constructs a
response to a question, topic or brief statement
 Provides the student with opportunity to communicate his/her
reasoning in a written response.
B. Purpose
The essay is used to:
 Assess the student’s ability to communicate idea in writing;
 Measure understanding and mastery of complex
information

The Select Response

A. Definition
The select response:
 Is a paper-and-pencil assessment in which the student is to
identify the one correct answer
 Is a commonly used procedure for gathering formal
evidence about student learning, specifically in memory, recall
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 and comprehension.
B. Purpose

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 The select response is used to:
 Test student learning of subject/content knowledge (facts,
concepts, principles or generalizations, or procedures); Assess
prerequisites knowledge

THE PERFORMANCE-BASED STRATEGY

The Performance Task

A. Definition
The performance task:
 Is an assessment which requires students to demonstrate a skill
or proficiency by asking them to create, produce, or perform
 May be an observation of a student or group of students
performing a specific task to demonstrate skills and/or
knowledge through open- ended, “hands-on” activities
B. Purpose
The performance task is used to:
 Provide an efficient means of assessment where the skill cannot
be demonstrated with a pencil-and-paper test;
 Enable learners to demonstrate abilities, skills, attitudes and
behaviors
 Provide information about a learner’s ability to organize, draw
on prior knowledge and experience, improvise, choose from a
range of strategies, represent learning and make decisions to
complete a task
 Test skills in the affective, cognition, psychomotor, and
perceptual domains.

THE EXHIBITION/DEMONSTRATION

A. Definition
The Exhibition/Demonstration:
 Is a performance in which student demonstrates individual
achievement through application of specific skills and
knowledge.
 Is used to assess progress in tasks that require students to
be actively engaged in an activity
B. Purpose
The Exhibition/Demonstration is used to:

 Allow students to show achievement of a skill or

knowledge by requiring the student to demonstrate that skill
or knowledge in use.

THE OBSERVATIONAL STRATEGY

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 A. Definition

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  Is a process of systematically viewing and recording student
behavior for the purpose of making programming decisions;
permeates the entire teaching process by assisting the
teacher in making the decisions require in effective teaching.
B. Purpose
 Provides systematic, ongoing information about students in
relation to areas of strength and weaknesses, preferred
learning styles, unique interests, learning needs, skills,
attitudes, behavior and performance related expectations.

PERSONAL COMMUNICATIONS STRATEGY

The Conference

A. Definition
The conference:
 Is a formal or informal meeting between/among the
teacher and student and/or parent;
 Has a clear focus on learning for discussion
B. Purpose
The conference is used to:
 Exchange information or share ideas between among the
individuals at the conference
 Explore the student’s thinking and to suggest next steps;
 Assess the student’s level of understanding of a particular
concept or procedure;
 Enable a student to move ahead more successfully on a
particular piece of work;
 Review, clarify, and extend what the student has already
completed
 Help students internalize criteria for good work.

THE INTERVIEW

A. Definition
The interview:
 Is a form of conversation in which all parties increase their
knowledge and understanding.
B. Purpose
The interview is used to:
 Focus on inquiry where the purpose of the meeting is
based on investigation
 Explore students’ thinking
 Assess the student’s level of understanding of a particular
concept or procedure;

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  Gather information, obtain clarification, determine positions and
probe for motivations
 Help determine students’ understanding of qualities of good
work.

ORAL STRATEGY
The Questions and Answers

A. Definition
Questions:
 are posed by the teacher to determine if students understand
what is being/has been presented or to extend thinking,
generate ideas or problem-solve?

Answers:
 Provide opportunities for oral assessment when the student
responds to a question by speaking rather than by writing
B.Purpose
The questions and answers are used to:
 Provide mechanism which monitors a students’
understanding while assessing student progress
 Gather information about a student’s learning needs.

THE CLASSROOM PRESENTATION

A. Definition
The classroom presentation:
 Is an assessment which requires students to verbalize their
knowledge, select and present samples of finished work and
organize thoughts, in order to present a summary of learning
about a topic.
B.Purpose
The classroom presentation is used to:
 Provide summative assessment upon completion of a project or
an essay;
 Assess students when it is inappropriate or difficult to test a
student’s understanding or knowledge with paper-and-pencil
test.

THE REFLECTIVE STRATEGY

Self-Assessment

A. Definition
Self-Assessment:
 Is the process of gathering information and reflecting on
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 one’s own learning;
 Is the student’s own assessment of personal progress in
knowledge, skills, processes or attitudes;

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  Leads a student to a greater awareness and understanding of
himself or herself as a learner.
B.Purpose
Self-assessment is used to:
 Assist students to take more responsibility and ownership
of their learning;
 Provide insights and information that enable students to make
decisions about their learning and to set personal learning
goals
 Use assessment as a means of learning
 Focus on both the process and products of learning;
 Help students critique their own work;
 Help students internalize the characteristics/criteria of
quality student work.

COMBINATION OF STRATEGY
The Portfolio

A. Definition
The Portfolio:
 Is the purposeful collection of samples of a student’s work that
is selective, reflective, and collaborative;
 Demonstratesthe range and depth of a students’
achievement, knowledge, and skills over time and
across a variety of contexts;
 Has student involvement in selection of portfolio materials as
part of the process;
 Is a visual presentation of a students’ accomplishments,
capabilities, strengths, weaknesses, and progress over a
specified time

B.Purpose
The portfolio is used to:
 Document typical student work and progress;
 Provide a comprehensive view of the students’ progress,
efforts and achievements
 Reflect growth and progress but may serve different purposes
during the year;
 Provide a focus for student reflection on their own learning.
 Build a student’s sense of responsibility for his/her own learning
 Build a student’s confidence in her/his abilities as a learner;
 Promote an ongoing process where students demonstrate,
assess and revise in order to improve and produce quality
work.

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RECORDING DEVICES/TOOLS

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 Recording devices provide various means of organizing the
recordings of information about student achievement. These are:
1.Anecdotal record
2.Checklist
3.Rating scale
4.Rubric
5.Learning log

The Anecdotal Record

A. Definition
The anecdotal record:
 Is a short narrative describing both a behavior and the context
in which the behavior occurred;
 Should objectively report specific and observed behaviors;
 Describes student performance in detail and in writing.
B.Purpose
The anecdotal record is used to:
 Provide an ongoing record of written observations of student
progress;
 To record objectively, significant observations that are not part
of a formal assessment which might otherwise be forgotten or
remembered incorrectly;
 Record observations of unanticipated performances, behaviors,
incidents, or events.

The Checklist
A. Definition
The checklist:
 Is a list of actions or descriptions that a rater checks off as the
particular behavior or expectation is observed;
 Is a written list of performance criteria which is used to
assess student performance through observation, or may be
used to assess written work;
 Is a list of skills, concepts, behaviors, processes, and/or
attitudes that might, or should, occur in a given situation?
B.Purpose
The checklist is used to:
 Record whether a specific skill or behavior was “evident”
or “not evident”.
 Record the presence or absence of specific behaviors in given
situations.
 Record a performance that can should be shown to students to
help them see where improvement is needed.

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The Rating Scale
A. Definition
The rating scale:

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  Is a simple tool for assessing performance on a several-point
scale ranging from low to high. It may have as few as 3 points,
or as many as 10 points;
 Assesses the extent to which specific facts, skills, attitudes,
and/or behaviors are observed in a student’s work or
performance.
 Is based on a set of criteria which allows the teacher to judge
performance product, attitude, and/or behavior along a
continuum.
 Is used to judge the quality of a performance.
B.Purpose
The rating scale is used to:
 Provide detailed diagnostic information on a student’s
performance, product, attitude, behavior in reference to
prestated criteria.
 Record the frequency or even the degree to which a student
exhibits a characteristic;
 Record the range of student achievement in relation to specific
behaviors;
 Describe performance along a continuum.

The Rubrics
A. Definition
The rubric:
 Is a series of statements describing a range of levels of
achievement of a process, product, or a performance.
 Contains brief, written descriptions of the different levels
of student performance.
 Defines desired expectations with specific performances
outlined for each level;
 Is descriptive rating scale which requires the rater to choose
among the different levels;
 Uses criteria and associated descriptions to assess the actual
performance.
B.Purpose
The rubric is used to:
 Summarize both student performance and product against
pre-stated criteria
 Make scoring of student performance more precise than
using a list of items;
 Provide a clear description of what “quality” work looks like.

The Learning Log

A. Definition
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 The learning log:
 Is an ongoing record by the student of what he/she does
while working on a particular task or assignment.

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  Makes visible what a student is thinking and/or doing through
frequent recordings over time.
B.Purpose
The learning log is used to:
 Show student progress and growth over time;
 Provide the student with the opportunities to gather and
interpret information, to ask questions, and to make
connections.

Non-Test Monitoring and Assessment

1.Oral and written reports
2.Teacher and observation
3.Journal
4.Portfolio of student’s work
5.Slates or hand signals
6.Games
7.Projects
8.Debates
9.Checklist
10. Cartooning
11. Models
12. Notes
13. Daily assignments
14. Anecdotal record
15. Panel
16. Learning centers
17. Demonstration
18. Problem solving
19. Discussions
20. Organize note sheets and study guides

ASSESSING THE CURRICULUM

Lesson 4 – Linking Curriculum, Instruction and Assessment

Curriculum and Instruction

A curriculum according to Howell and Evans (1995) and Sands, et. al

(1995) is a structured set of learning outcomes or tasks that educators
usually call goals and objectives. Curriculum is the “what” of teaching.

Howell and Evans (1995) says that knowledge of the curriculum is for
successful assessment, evaluation, decision making and teaching.

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 Significance brings the content to the degree to which it contributes
the basic ideas, concepts, principles and generalizations and to the
development of particular learning abilities, skills, processes and attitudes.

Validity refers to the degree to the degree of authenticity of the

content selected and to the congruence of the content in the light of the
objectives selected.

Interest is the degree to which the content either caters or fosters

particular interests in the students.

Learnability is the appropriateness of the content in the light of the

particular students who are to experience the curriculum.

Feasibility refers to the question, “Can the selected content be

taught in the time allowed, considering the resources, staff and particular
community?

The other aspect of the curriculum described here are the

objectives. The objectives provide cue to what content should
be included.

Curriculum objectives guide the learning outcomes to be achieved as

well as the activities to accomplish these objectives.

Each objective provides a condition, a performance and an extent of

performance. Objectives should meet the criteria of SMART.

Both the objectives and the contents are inputs to what it is defined as
the curriculum.

Instruction is the actual engagement of the learners of the planned

learning activities. It is the implementation of the curriculum plan.

Meaningful instruction can be achieved through the different learning

experiences provided.

Curriculum and Assessment

Curriculum is also related to assessment.

Assessment is the process of collecting information which describes

student achievement in relation to curriculum expectations.

There are four levels of achievement based on curriculum expectations.

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 Level 4- student has demonstrated all the required knowledge and
skills and achievement has exceeded the standard set. Level 3- student has
demonstrated most of the required knowledge and skills and achievement
exceeded the standard set.

Level 2- student has demonstrated some of the required

Instruction and Assessment

Instruction refers to the various ways of teaching, teaching styles,

approaches, techniques and steps in delivering the curriculum. It is a
complex activity that requires teachers to use a variety of action to
accomplish a variety of functions.

These factors may include the following:

1.Learner
2.Teacher
3.Learning environment
4.Subject matter
5.Method of teaching and learning
6.Measurement

C
Curriculu Instructio
I n
m

C AI
A
Assessme
nt

PHILIPPINES CURRICULUM DEVELOPMENT

INTRODUCTION

The education sector (along with other government agencies) has the
task of contributing to the achievement of national development goals
espoused in the country’s development plan. The general purpose and goals
of education in the Philippines have been cited in the national constitution.
Section 3(2), Article XIV of the Constitution states that:
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 All educational institutions shall inculcate patriotism and nationalism,
foster love of humanity, respect for human rights, appreciation of the role of
national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge and
promote vocational efficiency.

These goals have been translated into educational policies and

further elaborated as the basic (elementary and secondary) education
framework.

Elementary and Secondary Education

The 1982 Education Act identifies the aims of both elementary and
secondary education. For elementary education, the aims are:

o to provide the knowledge and develop the skills, attitudes and

values essential to personal development and necessary for
living in and contributing to a developing and changing social
milieu;

o to provide learning experiences which increase the child’s

awareness of and responsiveness to the changes in and just
demands of society and to prepare him/her for constructive and
effective involvement;

o to promote and intensify the child’s knowledge of, identification

with, and love for the nation and the people to which he/she
belongs; and

o to promote work experiences which develop the child’s

orientation to the world of work and creativity and prepare
him/her to engage in honest and gainful work.

The regional level basic education aims and objectives reflect those at
the national level, but are modified to suit local conditions and concerns.
For secondary education the aims are:
o the provision of general education that was started at the
elementary level; and
o the preparation of students for college and/or the world of work.

Curriculum Policies and Legislation

Curriculum policies are usually set forth by the Department of

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Education, Culture and Sports through various orders, circulars,
memoranda and bulletins. They are aligned with national priorities and
contribute to the achievement of development goals. However, several laws
passed by the national legislature specifically relate to the school
curriculum: Section 3(10), Article XIV of the Constitution mandates the
study of

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the Philippine Constitution; Section 6, Article XIV, designates Filipino as the
language of instruction; Section 19(2), Article XIV, states that: ‘All
educational institutions throughout the country shall undertake regular
sports activities in co-operation with athletic clubs and other sectors’.
Republic Act No 4723 mandates music teaching in the schools. The most
recent curriculum-specific laws designate:

(a) lengthening of the school calendar from 185 to not less than 200
school days per school year; and

(b)(b) integration of concepts on human rights, the environment,

dangerous drugs and computer education.

The Basic Education System

Basic education in the Philippines is free and compulsory at the

elementary level only. The basic education system in the Philippines is
composed of six years of elementary and four years of secondary education
—a total of ten years. Compared to many countries, this is a relatively short
time period. Filipinos complete their basic education at the age of 16 or 17
years. They then proceed to institutions of higher learning to obtain a post-
secondary vocational/technical institution degree or a certificate. Table 1
provides a general overview of the country’s basic education situation.

Elementary and secondary schools are either government-supported

or privately-funded. At the elementary level, the government schools
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constitute 92% of the

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total; at the secondary level, their share is 60%. The school year in the
Philippines begins on the first Monday of June and ends on the last Friday
of March. The school year for the elementary and secondary levels consists
of not less than 40 weeks or 200 days. Class sessions are held Monday to
Friday and the school year is divided into four grading periods.

The education system is decentralized. The central/national office is

engaged in policy formulation; while the regional and the division offices
are the implementing bodies. Supervision of schools is accomplished at the
regional and sub-regional levels.

THE CURRICULUM DEVELOPMENT PROCESS

Administrative Structures of Curriculum Development

Development of the basic education level curriculum is the

responsibility of the Central Office Bureau of Elementary and Secondary
Education, Curriculum Development Divisions. This bureau defines the
learning competencies for the different subject areas; conceptualizes the
structure of the curriculum; formulates national curricular policies. These
functions are exercised in consultation with other agencies and sectors of
society (e.g. industry, socio-civic groups, teacher-training institutions,
professional organizations, school administrators, parents, students, etc.).
The subject offerings, credit points and time allotments for the
different subject areas are also determined at the national level. In this
sense, a national curriculum exists in the Philippines. However, while
curriculum implementation guidelines are issued at the national level, the
actual implementation is left to school-teachers. They determine the
resources to be used; teaching and assessment strategies and other
processes. Furthermore, schools have the option to modify the national
curriculum (e.g. content, sequence and teaching strategies) in order to
ensure that the curriculum responds to local concerns.

Language of instruction

A bilingual policy is in use whereby both English and Filipino are

instructional mediums. At the elementary level, English language, science
and health are taught in English; while Filipino, civics and culture, good
manners and right conduct (GMRC/character education), home economics,
livelihood education, music, art and physical education are taught in
Filipino. At the secondary level, English language, science, mathematics,
technology and home economics are taught in English; while social studies,
values education, physical education, health and music are taught in
Filipino.

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Curriculum Design

The approach to curriculum design in the country is based on content

topic and competency. The Department of Education, Culture and
Sports (DECS) prescribes

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competencies for the subject areas in all the grade/year levels. The DECS
Bureau of Elementary and Secondary Education develop, publish and
disseminate these learning competencies to the field. Most of the
subject/learning areas have a list of learning competencies expected to be
mastered by the children at the end of each grade/year level and also at the
end of elementary/secondary schooling.

Some subject/learning areas have a combination of both (i.e. learning

competencies under each content/topic). The curriculum is designed to be
interpreted by teachers and implemented with variations. Schools are
encouraged to innovate and enrich or adapt, as long as they have met the
basic requirements of the curriculum. In this context, the regional science
high schools offer an enriched science and mathematics programme
whereby students take additional science and mathematics subjects. In
some private schools, English, science and mathematics subjects are taken
in lieu of values education; this is because subjects like religion, moral
values and ethics already have been incorporated. In addition, students are
required to participate in co- curricular activities. These are managed by
students with the teacher as facilitator/moderator (see Table 2).

Teaching Methods and Learning Activities

The curriculum plan (learning competencies) does not present

teaching methods and learning activities that teachers must follow in
implementing the curriculum. The guiding philosophy is that the creativity
of teachers is stimulated by the option to plan and use the appropriate
teaching/learning activities independently. However, teacher’s manuals or
guides do incorporate higher-level content areas and suggestions for
teaching and assessing.

Learning Materials

Until 1987, the government directly managed and supervised the

production and distribution of textbooks and manuals through the
Instructional Materials Development Council (IMDC). However, this
responsibility was transferred to private publishers with the passage of
the Book Publishing Industry Development Act (RA 8047). This Act also
provided for the adoption of multiple rather than single textbooks.
Currently, learning materials and textbooks developed by the private
sector are submitted for evaluation to the Instructional Materials
Council Secretariat (IMCS)—an agency attached to DECS. Approved
textbooks are listed in a catalogue from which school- teachers and
principals select those that are to be purchased for their respective schools.
Other teaching/learning support materials available in the schools
include guides or manuals, teacher support/, workbooks for students,
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 apparatus for science and technology, and home economics, video and
cassette tapes, educational computer
software, charts, maps and models.
All of these must also be submitted for evaluation at the national
level before they can be released for purchased for school level use.

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Evaluation

At the national level, the National Educational Testing and

Research Centre (NETRC) have the task of administering the national
achievement tests to students leaving the education sector.
For grade VI this means administering the national elementary
achievement test and, for year IV, the national secondary assessment test.
The tests cover five subject areas and are based on the elementary and
secondary level learning competencies. The examinations are administered
annually, towards the end of the school year. The results provide the bases
for policy formulation and educational reforms. At the regional and division
levels, diagnostic and achievement tests are administered to a sample
group depending on the availability of funds. No examination is required for
admission to public secondary schools.

The purposes of the school-based assessments are:

(a)to improve the teaching/learning process;
(b)to identify students’ strengths and weaknesses;
(c) to determine the students’ subject area performance and/or
achievement levels and;
(d) to report student progress to parents. Although there are four
periods annually at both elementary and secondary levels where
students are examined in each subject, formative and summative
evaluation are undertaken regularly. Paper and pencil tests are the
most common forms of examination in the schools.

ISSUES AND CONCERNS IN CURRICULUM DEVELOPMENT

Issues and concerns abound in almost every aspect of the Philippine
curriculum development and implementation process and at every
bureaucratic level. Several of these are described below. Table 4 provides
an overview of the curriculum decision- making process.

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DESIGN

In addition to the fact that the Philippines has one of the shortest time
spans for the completion of basic education, studies point to curriculum
overcrowding. Every day, learners must study and do homework in seven of
the eight subject areas. When combined with the learning competencies
required for each grade/year level, this has proven to be excessive.

Reports that science and mathematics content cannot be completed in

one school
year
have confirmed this observation. In this context, a backlog occurs and a
carry-over of the previous year’s content and competencies to the following
school year adversely affects the teaching/learning process. Furthermore,
the scope and sequencing of education (from elementary to secondary level)
have also been identified as design defects. Here, content and skills gaps—
as well as overlaps and duplications—have emerged. While overlap and
duplication further aggravate the curriculum overload, the gaps have
helped to produce elementary school graduates who are not entirely
ready for secondary school. Frequently, the inability to limit the number of
core or basic subjects has led to curriculum overload. The
national examinations are limited to the five subject areas of English,
Filipino, science, mathematics and social studies. Very few concepts are
included from other subject areas.

However, lobby pressure from professional groups to include or

increase the time allotments for other subjects has had an impact (i.e.
subject area practitioners who demand home economics teaching for both
sexes, and an increased time allotment for physical education) with the
result that programming problems have occurred.

Implementation

For the nationwide implementation of the present school curriculum,

there has been massive training of schoolteachers and orientation of school
heads and supervisors.

However, the national-level training of trainers’ programme was

watered down at the regional and division levels and this affected the
school implementation.

Another major concern is the availability of instructional materials—

most of the time there are none or, if available, they are inadequate. The
instructional materials deficit includes not only the students’ textbooks and
teachers’ manuals, but also science and vocational subject facilities,
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equipment/apparatus and supplementary teaching/learning materials. Other
barriers to effective curriculum implementation are large classes, teacher
availability (for the specialized secondary subject areas) and quality of
instructional supervision.

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Follow-up

Three main concerns regarding the institutionalization of curriculum

reforms are the quality of local leadership, monitoring and evaluation, and
sustainability. Local leadership is critical to a smooth reform
implementation. Since the local/field offices are the implementing bodies,
institutionalization of the reform is dependent on their priorities and
capabilities.
Unfortunately, curriculum improvement is often a low priority for
local education leaders. The result is curricular reform mis implementation;
or misinterpretation of guidelines and procedures. Monitoring and
evaluation of curriculum implementation are also key activities that are not
effectively attended to. For example, not all the elementary schools are
visited because there are so many of them. Also, the secondary schools are
seldom visited because supervisors are unable to provide technical
assistance on specialized subject matter. While supervisors at the regional
level are subject specialists, those at the division level are mostly
generalists.

Because most reforms are foreign-funded, post-funding sustainability

is usually a concern. Sustainability concerns encompass not only the
financial aspects—rather more frequently, it is the technical and
management aspects that are problematic. In most cases, the success of a
reform depends on the quality and feasibility of the proposals/plans for
sustainability.

CURRICULAR REFORMS IN THE PHILIPPINES

Reform Rationale

The results of a comprehensive appraisal of the Philippines education

system revealed that a great deal was desired as far as the quality of
education was concerned. There was a need for students to develop higher
critical, logical thinking skills; communication skills, values development
and/or general manual skills for higher education or the world of work. It
was also projected that, due to financial difficulties, students would remain
in the government schools and families would begin to move away from the
private schools to less expensive public schools. Therefore, the public-
school sector had to be prepared to accept anyone wishing to complete
basic education. The comprehensive appraisal reports became the basic
reference documents for improving the quality and efficiency of the
education system, and enhancing its utility in terms of access and equity.
Finally, it was recognized that, unless greatly improved, the system’s
existing capacity would be unable to cope with the educational demands
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generated by the escalating competitiveness of a growing technological
society. Thus, the curricular reforms were also undertaken in order to meet
the constant new demands being made on the system.

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Reform Implementation

The reforms were implemented after project preparation was

undertaken (with the assistance of a foreign-funding organization). Two
major initiatives were launched. Both were geared towards improvements
in education sector performance—during and beyond the project cycle. New
curricula, with mass training of teachers, were components of the Program
for Decentralized Education (PRODED) and the Secondary Education
Development Program (SEDP) which focused on the elementary and
secondary levels, respectively.

The PRODED was funded with a loan from the International Bank for
Reconstruction and Development (IBRD). The project aimed to introduce
improvements in,policy, management and other sectoral concerns in order
to achieve greater efficiency and effectiveness in the operation and
administration of the elementary education system. One of the sub-projects
was curriculum development. The SEDP was premised on the fact that the
PRODED would bring about higher quality and an increased secondary
education student intake. After six years of implementation of the new
elementary education curriculum, the 1989 elementary school graduates
became the first students for the new secondary education
curriculum.

Outcomes

The reforms at the elementary and secondary levels have been

implemented over the last fifteen and nine years, respectively. Current
indicators are that PRODED and SEDP have indeed succeeded in
improving the quality of basic education and in making the sector more
effective and efficient in the delivery of basic educational services. As for
outcomes related to the implementation and management of reform, the
PRODED and SEDP have meant added responsibilities and accountability
for all those involved—from policy makers to programme implementers and
target beneficiaries. Mechanisms and structures needed for the efficient
implementation of the reforms have been given priority. Competencies of
those involved in curriculum development and implementation are
upgraded regularly, so that they may discharge their functions and
responsibilities more effectively. Lessons learned from the reform
implementation are providing useful baseline information for future reform
and development programmes.

The curriculum is continuously undergoing refinement to ensure its

relevance to changing needs and demands. The ongoing basic education
curriculum review has provided for more in-depth indigenization/
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localization of the curriculum and integration of information technology or
multimedia resources in the teaching/ learning process. Benchmarking has
provided valuable and reliable data about school and student performance.
At this point in time, significant improvements in the learners’ and schools’
performances have been recorded.

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See Table 2 for an overview of curricula.

Future Prospects

In the context of international assessments, the educational

performance of the Philippines still needs a lot of improvement. The need
for the curriculum to develop students who are globally competitive is
another factor with which the educational sector will have to contend in the
future.

PUBLIC SCHOOL CURRICULUM

Philippines Public School Curriculum
Model
Pre-
Assessment

DepEd – Department of
Education BEC – Basic
Education Curriculum
NESC – New Elementary School Curriculum
NSEC – New Secondary Education Curriculum
PELC – Philippine Elementary Learning
Curriculum PSLC – Philippine Secondary
Learning Curriculum DECS – Department of
Education, Culture & Sports RBEC – Revised
Basic Education Curriculum

THE PHILIPPINE BASIC EDUCATION CURRICULUM

(BEC) HISTORICAL BACKGROUND

Development of Philippine Education

Pre-Spanish Times
• Informal, unstructured, and devoid of methods.
• Children were provided more vocational training and less academics (3Rs)
by their parents and in the houses of tribal tutors.

Spanish System
• Education was religion-oriented. It was for the elite class only.
• Liberalized through the enactment of the Educational Decree of 1863 or the
free public education system in the Philippines; the first in Asia.
• Provided for the establishment of at least one primary school for boys and
girls in each town under the responsibility of the municipal government; and
the establishment of a normal school for male teachers under the
supervision of the Jesuits.

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  Primary instruction was free and available to every Filipino regardless
of ethnicity and socio-economist status
 Malolos Constitution – A system of free and compulsory elementary
education was established.

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  Schurman Commission - An adequate secularized and improved
free public-school system
 Taft Commission – English as medium of instruction
 1901 Philippine Commission – installation of
highly centralized public-school system and more
than 600 American teachers
were brought to the Philippines (Thomasites)
 Japanese Education - the teaching of Tagalog, Philippine History,
and Character Education was reserved for Filipinos.
 Love for work and dignity of labor was emphasized.
 Education during pre-Martial Law – The 2-2 plan which
provided common curriculum in
the 1 and2nd
st
years, vocational curricula was
implemented.

Education Under the New Society – Pres. Marcos

formulated a 10-year
national education development program.

 In 1972, Department of Education became Department of

Education and Culture.
 1973 Constitution – Revised Secondary Education Program and set
out the 3 fundamental
aims of Philippine Education:
1.Foster love of country;
2.Teach the duties of citizenship; and
3.Develop moral character, self-discipline, and
scientific, technological &
vocational efficiency.
 1978 DECS became Ministry of Education & Culture
 The Education Act of1982 or BP 232
 Provided for an integrated system of education covering for both
formal and non-formal education at
all levels;
 Also created the Ministry of Education, Culture & Sports
 The researches, surveys and experimental studies which
developed the National Elementary
School Curriculum (NESC) and the New
Secondary Education Curriculum (NSEC) .
 The Presidential Commission to Study Philippine Education
1970 (PCSPE)
 Survey of the Outcomes of Elementary Education 1975 (SOUTELE)
 ExperimentalElementary Education Program 1978 (EEEP)

National Elementary
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School Curriculum (NESC)

 The first research-based curriculum in the country.

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  Fewer learning areas, emphasis on mastery learning, more time
allotment for the basic skills.
 Development of the learning competenciesknown
as the

Minimum Learning Competencies (MLC)

 The mastery of learning was emphasized wherein it is expected

that the students will acquirethe 75% mastery of the listed
competenciesor 7 out of 10
questions in the formative test.

New Secondary Education Curriculum (NSEC)

 To improve performance in science, math and communication

 Focus on process, values development, productivity
and technology
 The NSEC included the following learning areas to be taught
for 400 minutes daily
from First Year to Fourth Year:
Values Education
Araling Panlipunan
Filipino
Science and Technology
English
Physical Education, Health and
Music Mathematics
Technology and Home Economics

New Secondary Education Curriculum (NSEC)

 To improve performance in science, math and communication. Focus

on process, values development, productivity and technology.
 The NSEC included the following learning areas to be taught for
400 minutes daily from First Year to Fourth Year:
Values
Education
Filipino
English
Mathematics
Araling
Panlipunan
Science and Technology
Physical Education, Health and
Music
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 Technology and Home Economics

Studies/Researches Findings/Recommendation

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 National Elementary Achievement Grade VI students were able to
Test (NEAT) answer correctly less than 50% of
questions asked
in Science, Mathematics and English.
National and Secondary Assessment A mean percentage score of only
Test 50% was
(NSAT) achieved.
Committee on Information An “overcrowded curriculum”
Technology, Science, Mathematics, especially in Grade I-III resulted in
Education & other Technology poor performance of pupils in the
elementary grades. Students
needed longer time in
Science and Mathematics.
Aurora Roldan, “Present Realities Our students are deficient in reading
in Reading Education” ability. They have not developed the
higher order thinking skills even at
Grade
V. There is the danger of
reverting to
illiteracy if the students dropped out
before completing Grade VI.
Third International Mathematics & The Philippine ranked 39th out
Science Study (TIMMS) of 42
countries which participated in the
study.
Allan B. I. Bernardo, “The Learning In comparison with other countries,
Process: The Neglected the Philippine “science syllabus
Phenomenon in Science and contained more topics”
Mathematics Education suggesting that the
Reform in the Philippines” curriculum is still congested.

REVISED BASIC EDUCATION

CURRICULUM (BEC
2002)
BEC 2002/RBEC
2002
• According to then, Sec. of Education Raul Roco, the 2002 BEC was
based on a 16- year study (starting in 1986).
• Implementation of RBEC was based on Executive Order No. 46, which
in turn was based on recommendations of the Philippine Commission
on Educational Reforms (PCER), created on Dec. 7, 1998.
• “The restructuring of the curriculum is part of an ongoing effort to
improve the quality of learning. We are focusing on the basis of
improving literacy and numerical while inculcating values across
learning areas to make it dynamic”. (Raul Roco)
• The 2002 BEC is a restructuring not a sweeping change of the
elementary and secondary curricula (NESC & NSEC).

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 • The implementation of the 2002 BEC Basic Education Curriculum was
announced in DepEd Order No. 25 s. 2002, issued on June 17, 2002.
• The actual implementing guidelines were found in DepEd Order No.
43, s. 2002, dated August 29, 2002.
• Less than a year later (of June 12, 2003), a new curriculum (the
revised BEC) was signed into law.

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Rationale of 2002 BEC/RBEC 2002

The 2002 Basic Education

Curriculum (DepEd, Apr. 5, 2002),
citedseveral reasons why the basic education curriculum should be
restructured.

 Aside from resultsof the evaluation of the NESC and

NSEC, foremost wasthe UNESCO Report on the Four
Pillars of Education which emphasize using the
knowledge gained to improve oneself and
one’s relationship with fellow human beings along with
the development of functional literacy which involves
the development of the essential skills such as “linguistic
fluency and scientific – numerical competence.

 To further decongest the curriculum and to provide more contact time

for the tool subjects, the restructured curriculum emphasizes the
enhanced
teaching of the four (4) core subjects Filipino, English, Mathematics
and Science. A fifth subject called Makabayan, which is envisioned
to be a “laboratory of life” or
practice environment, integrated the other
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 non-tool subjects.

Features of 2002 BEC/RBEC

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 1.Greater emphasis on helping every learner become a successful

reader.

2.Emphasis on interactive/collaborative learning approaches.

3.Emphasis on the use of integrative learning approaches.
4.Teaching of values in all learning areas.
5.Development of self-reliant and patriotic citizens.
6.Development of creative and critical thinking skills.

Curriculum Structure of 2002 BEC/RBEC

 The CORE SUBJECTS: Filipino; English; Math; Science

(Science and Health for Elem.); Science and Technology for
Secondary
 The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music,
Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice
environment for
holistic learning to develop a healthy personal and national self-
identity”.
 Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed
Order No. 52, s,1987), the media of instruction shall be as follows:
o For Elementary Education:
o Filipino shall be used in the following areas:
o Filipino; Makabayan
o English shall be used in the following learning areas:
English; Science; Mathematics

Curriculum Structure of 2002 BEC/RBEC

For Secondary Education:

o English: Mathematics, Science and Technology, English,

Technology and Livelihood Education, Music, Arts, Physical
Education and Health/CAT
o Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling
Panlipunan, Filipino

English Access varied information and creatively use them in

(Listening spoken and written forms; communicate fluently and
speaking, accurately orally and in writing, for a variety of purposes
reading, and different social and academic contexts at their level
writing) while carrying out activities on everyday life.
Science
Filipino Nagagamit ang Filipino samabisangpakikipagtalastasan
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 (pasalita at pasulat); nagpapamalas ng
kahusayansapagsasaayos ng iba’tibangimpormasyon at
mensahengnarinig at nabasa para
sakapakinabangangpansarili at pangkapwa
at
sapatuloynapagkatutoupangmakaangkopsamabilisnapagba
bagong
nagaganapsadaigdig.

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 EdukasyongP  Nagagamit ang sarilingkaalaman at
a ntahanan at saloobinsapagpapaunlad ng sarili at pamilya
Pangkabuhay  Nagagamit ang kaalaman, kasanayan
an (EPP) at saloobinsapagpapaunlad ng
Grade (4- pamayanan
6)
Mathematics Demonstrate understanding and skills in computing with
considerable speed and accuracy, estimating,
communicating, thinking analytically and critically and in
solving problems in daily
life using appropriate technology
Makabayan  Sapatnakaalaman at
kamalayansamgapambansangpagkakakilanlan,
kapaligiran at pagpapaunlad ng kabuhayan, agham
at teknolohiya
 Mapanuru at
malikhaingpag-
iisiptungosamapanagutangpagpapasyasamgaisyu
o usapingkinakaharap
 Pagpapahalagasasining, musika, laro, sayaw at iba
pang bahagi ng kulturagayundinsapagiging Pilipino
at sakanyangmga Karapatan
at
pananagutanbilangmamamayan
 Positibongsaloobinsapaggawaupangmakapamuhayn
angpro duktosaisangbansangmapayapa; at
 Kakayahangmakaagapaysamabilisnapagbabagongna
gagana psamundo
RBEC Time Allotment Secondary School Curriculum

Subjects Alloted Unit

Time/Week Credit
English 300 min 1.5
Filipino 240 min 1.2
Mathematics 300 min 1.5
Science 400 min 1.8
MAKABAYAN
Social Studies 240 min 1.2
TLE (Technology & Livelihood 240 min 1.2
Education)

MAPEH 240 min 1.2

Values Education 120 min 0.6
CAT 35 hrs/yr 0.3

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RBEC Time Allotment Elementary School Curriculum
RBEC Secondary School Curriculum

2010 Secondary Education

Curriculum (UbD Model
2010)

Rationale of UbD Model 2010

As a matter of practice, the curriculum in the Philippines is

revised every ten years, but the rapid rate of
change in education and the fast obsolescence of
knowledge necessitate a continual revisiting and updating of
the curriculum to make it responsive to emerging changes in
the needs of the learner and the society. Aside from the issue of relevance,
the refinement of the secondary education curriculum was guided
by the need, as articulated in the Education Plan 2015, to streamline its
content in order to improve student mastery
and contribute to the attainment of functional literacy. This became
the primary consideration in the design of the curriculum and
the formulation of
standards and the essential understandings from which the content of the
curriculum was derived.

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  The refinement of the curriculum followed the Understanding
by Design (UbD) model developed by Jay Mctighe and
Grant Wiggins.
 DepEd considered this as
a new hope for our educational system because it
attains mastery of the subject area in
the
secondary education

What is Understanding by Design (UbD) Model?

 Understanding by Design (UbD) is a curriculum

framework, i.e., it is a way of looking at a curriculum. It
offers a three-stage, backward process to curriculum design,
hence, it is also known as the
“Backward Design Curriculum.”

 Some educators contest that “it is not a curriculum by itself,

so technically, to say 'UbD curriculum' is
wrong; instead we can say 'UbD-
ized curriculum' (that is, a curriculum which is designed
using the UbD process).”

 This implored us to think about the outcomes, goals, and

objectives we had for student learning first and then plan
instruction and develop curriculum to close the gap between
what the students already
know and what they need
to know.

 The main tenet of the curriculum is understanding versus facts,

in which students must understand not just to memorize
facts.

3 Stages of UbD Model

Graphic representation of the stages in the backward curriculum design process

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Stage 1. It is the identification of achievable goals for students.
Stage 2. It provides a personalized approach to develop diverse learners to its
maximum. It recognizes and nurture all varied human intelligences that students
could make sense on any
subject area.
Stage 3. It is achieved by following this sequence: EXPLORE – FIRM-UP –
DEEPEN – TRANSFER.

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 K-12 BASIC EDUCATION CURRICULUM

Naninindigan pa rin po
tayosaipinangakonatingpagbabagosaedukasyon:
ang
gawinitongsentralnaestratehiyasapamumuhunansapinakamahalaganatingya
man: ang mamamayang Pilipino.
Sa K to 12, tiwalatayongmabibigyang-
lakassi Juan dela Cruz upangmapaunlad—hindilamang ang kanyangsarili at
pamilya—kundimaging ang buongbansa.

– PangulongBenigno S.
Aquino III

We are embarking on what is arguably the most comprehensive

basic

education reform initiative ever done in the country since the establishment
of the public education system more than a century ago. The challenges are
great and the task is daunting, but I am confident that through all of you,
the brave and selfless men and women who have taken up the noble
vocation of teaching, there is nothing we cannot accomplish together… The
impetus for meaningful education reform is clear: the realities of our modern
world require a different kind of Filipino. The Filipino must be a lifelong
learner. The Filipino must be holistically developed. The Filipino must be
globally-oriented and locally-grounded.

Ang Bagong Pilipino – higitsapagigingmaka-tao,

makaDiyos, maka-bayan, at
maka- kalikasan—ay
kailanganmagtaglay ng kasanayan at pananawnaangkopsa
21stCentury. Ito po ang layunin ng K to 12 Program, namabigyan ng sapat
at
pantaynapagkakataontungosaisangdisente at marangalnabuhay ang bawat
Pilipino.

-Bro. Armin A. Luistro, DepEd

Secretary

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K–12 Basic Education Curriculum

The Philippines is committed to achieving its Education for All

(EFA) goals not only for the development of each Filipino, but also for the
overall social and economic progress of the country. Part of the Philippine
Education for All Plan of Action 2015, is Critical Task No. 5, “the
expansion of basic education, targeting that by 2015, the Philippines
has lengthened its cycle of basic education
schooling to make it twelve years.”

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K–12 Meaning

K to 12 means Kindergarten and the 12 years of

elementary and secondary education. Kindergarten refers to the five-
year old cohort that takes a standardized kindergarten curriculum.
Elementary education refers to
primary schooling that involves six years of education (Grades 1 to
6). Secondary education refers to four
years of junior high school (Grades 7 to 10) and two years of senior
high school (Grades 11 to 12).

Figure shows the

distribution of 12 years in the Enhanced Basic Education Cycle of the country. Schooling
will commence at Kindergarten (K), then the primary education (Grades 1-6), then the
junior high school (Grades 7-10), and senior high school (Grades 11&12)

K-12 Vision
Filipino graduates are envisioned:

 Possess sufficient mastery of basic competencies (e.g., literacy,

numeracy, problem solving, etc.) to develop themselves to the
fullest;
 Be emotionally developed and competent to live a
meaningfullife; Be socially aware, pro-
active, and involved in public and civic
affairs and contribute to
the development of a progressive, just and
humane society;
 Be adequately prepared for the world of work or
entrepreneurship or higher education;

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  Be legally employable; and Be globally competitive.

In addition, they are characterized graduates who:

 Possess healthy mind and body;

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  Have a solid moral and spiritual grounding;
 Appreciate and care for humanity, the world,
and environment; and
 Are proud to be a Filipino

K-12 SIGNIFICANT CHANGES

2002 BEC 2010 SEC (UbD K-12

Model)
Aims for holistic
Aim for functional literacy development and
acquisition of 21st Century
Skills
Focuses on the Focuses on setting of
development of reading learning standards and
skills and values of teaching for
self-reliance understanding. It
and patriotism; provides a personalized
approach using
special curricular
programs.
Also puts emphasis  Provides Considers every aspect
interactive a of development of the
personalized learners so that
learning approaches and approach graduates will be
integrative teaching using holistically
approaches which special developed,
integrate competencies equipped with 21st
and values within the curricular century skills and
learning arteas. programs. prepared for
 Likewise develops employment,
readiness and entrepreneurship,
passion for work middle level skills
and lifelong or higher
learning. education.
 Moreover, it takes
into consideration
the various
contexts and
support

systems
surrounding
the
Filipino learners.

K-12 Comparison to Old Curriculum

K-12 Salient Features
o It focuses on the holistic developmentof the learner.
o It is outcome-based as it prepares learners for:
1. Higher education
2. Middle level skills
3. Employment, and
4. Entrepreneurship
o It is anchored on the principles of:
1. Inclusive education,
2. Learners’ growth and development,
3. Teaching and learning, and
4. Assessment

K-12 Significant Changes in the Education Structure

o Previously, preschool was not compulsory, that is, pupils could enroll in
Grade 1 with or without having gone through preschool. Under K to 12 and
with the Kindergarten Act, preschool education for five-year-old children
becomes mandatory before entering elementary school.
o There will be the same six years of elementary education, but students
entering secondary level will begin their junior high school as Grade 7.
Junior High School is for four years (Grades 7 to 10) and Senior High School
(SHS) is for two years (Grades 11 to 12).
o The additional two years of SHS would mean that high school graduates are
better prepared for whatever path they will choose, and they are of legal
age (18 years old) to be lawfully employed.

K- 12 Mother Tongue
Twelve major language shall be offered as a learning area and utilized as
language of instruction starting school year 2012-2013. They are as follows:
 Tagalog
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  Kapampangan
 Pangasinense
 Iloko
 Bikol
 Cebuano
 Hiligaynon
 Waray
 Bahasa-sug
 Maguindanaoan
 Meranao
 Chabacano

K-12 Key Changes in the Elementary Curriculum

The mother tongue or the child’s first language will be used as the primary
medium of instruction from preschool until at least Grade 3. The mother tongue
will be the main vehicle to teach understanding and mastery of all subjects such as
mathematics, science, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music,
Arts, Physical Education and Health (MAPEH), Filipino and English. Mother tongue
as a subject and as a language of teaching will be introduced in Grade 2. Oral and
written Filipino are introduced in the first semester and oral English in the second
semester.

Time Allotment per Learning Area

K-12
Learning Areas 2002 BEC Curriculum
(minutes per (minutes per
day) day)
English 60-90 30-50
Filipino 60-70 30-50
MT (G1 – G3) None 50
Mathematics 60-70 50
Science (G3 -G6) 40-60 50
Araling Panlipunan 40-60 40
Edukasyon sa Pagpapakatao 20-30 30
Music, Arts, PE & Health 40 40
EdukasyongPangtahanan at Pangkabuhayan (G4 – 40 50
G6)

K-12 Mother Tongue

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 Learning Areas Medium of Instruction per Grade Level
G1 G2 G3 G4 G5 G6
Language Arts
- Filipino Filipino
- English English
- Mother Tongue Mother Tongue
Science MT English
Mathematics Mother Tongue English
Araling Panlipunan
Mother Tongue Filipino
(AP)
EdukasyongPantahana
n Filipino English
at Pangkabuhayan
(EPP)
MAPEH Mother Tongue Filipino
Edukasyon sa
Mother Tongue Filipino
Pagpapakatao

Medium of Instruction at the Elementary Level

K-12 Time Allotment per Learning Area

o Aside from scope and content of the curriculum, time allotted to the study of
each learning area was also adjusted under the K to 12 education programs.
Time allotment per subject is the minimum period for class interaction.
o At the elementary level, the daily time allotment for English and Filipino
subjects has been reduced while additional time is given to the new learning
area under language, which is Mother Tongue. The time allotment for
Mathematics and Araling Panlipunan was also decreased. On the other
hand, more time was added to EdukasyongPantahanan at Pangkabuhayan.
This reduction does not mean less time for study as K to 12 allowas learning
time to be extended to off-school learning experiences at home or in the
community. The pupils are expected to produce an output or perform tasks
that will be credited to them.

K-12 Key Changes in the Secondary Education

o Secondary education is undergoing significant changes under the K-12

Education Program. These changes are in structure, curriculum, and
assessment.
o Structure: With the K to 12 curriculum, secondary education consists of four
years of Junior High School, Grades 7 to 10, and two years of senior high
school, Grades 11 to 12.

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 K to 12 Secondary Education Structure

K-12 Key Changes in the Secondary Education

Comparison of the 2010 SEC and the K to 12 Secondary Education

Curriculum:
o In the SEC 2010, Science and Mathematics are taught using the discipline-
based approach. All subjects are taught following the three stages of
Understanding by Design (UbD) identifying desired results, determining
acceptable evidence, and planning instruction.
o On the other hand, the K to 12 curriculum follows the spiral approach
wherein learning is a process of building upon previously learned
knowledge. Through this, students are able to master the desired
competencies by revisiting the subject several times and relating new
knowledge or skills with the previous one. Moreover, students progress in
their learning as it entails going from simple to more complex knowledge or
skills.
o In the K to 12 Education Program, the spiral progression approach will be
used in teaching Science, Mathematics, Araling Panlipunan, MAPEH and
Edukasyon sa Pagpapakatao.

Assessment:
o The National Achievement Test (NAT) taken by second year students will
be replaced by end-of-Grade 10 Examination. It envisioned that the end-of-
Grade 12 Examination is the exit examination of the secondary level and at
the same time the entrance examination for college.

K-12 Time Allotment in Secondary Level

o Comparing the time allotment per subject in the previous secondary

education curriculum and the K to 12 curriculum, one sees a reduction of
time particularly in English, Mathematics and Science. However, when the
time allotment allotted to these subjects in Junior High School is combined
with those provided in the SHS, it will be seen that there is actually an
increase in time allocation. As part of the process of decongesting the
curriculum, the K to 12 reform spreads out the learning time over the six
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 years of secondary education.

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Time Allotment in Secondary Level

Learning Areas 2002 BEC K -12

(hours per week) (hours per week)
English 5 4
Filipino 4 4
Mathematics 5 4
Science 6 4
Araling Panlipunan 4 3
Edukasyon sa Pagpapakatao MAKABAYA 2-3 2
MAPEH N 4 4
TLE 4 4

Comparison of the Learning Areas and Time Allotment of the Secondary BEC
2002 and K to 12 Curriculum

Learning Areas
The learning areas of the K to 12 curriculum cut across the grade levels from
Grade 1 to Grade 12.
 Languages: Mother Tongue, Filipino, and English
 Arts and Humanities: Music, Arts, Physical Education and Health
(MAPEH), Edukasyon sa Pagpapahalaga, Araling Panlipunan
 Science and Mathematics
 Technology and Livelihood Education
Co-curricular programs and community involvement programs are an
extension of the core subject areas and the teaching and learning process.
They are an integral part of the school curriculum that enhances the holistic
development of the learner. The co- curricular programs in a large sense
also serve as a laboratory of life where what is learned in the classroom
context can be applied in practical terms yet can be used as further teaching
opportunity.

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