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ADDRESSING THE FUTUREmodule6

The document discusses curriculum innovations in the Philippine basic education system over time. It outlines the vision, mission, and key components of the 2002 Basic Education Curriculum (BEC) implemented by the Department of Education. It also summarizes two major programs that introduced reforms - the Third Elementary Education Program (TEEP) from 1996-2005 and the Secondary Education Improvement and Development Program (SEDIP) from 2000-2006. Finally, it provides an overview of the implementation of the K-12 Basic Education Curriculum currently being rolled out.

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Kahit Ano Toh
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194 views41 pages

ADDRESSING THE FUTUREmodule6

The document discusses curriculum innovations in the Philippine basic education system over time. It outlines the vision, mission, and key components of the 2002 Basic Education Curriculum (BEC) implemented by the Department of Education. It also summarizes two major programs that introduced reforms - the Third Elementary Education Program (TEEP) from 1996-2005 and the Secondary Education Improvement and Development Program (SEDIP) from 2000-2006. Finally, it provides an overview of the implementation of the K-12 Basic Education Curriculum currently being rolled out.

Uploaded by

Kahit Ano Toh
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ADDRESSING THE

FUTURE:
CURRICULUM
INNOVATIONS
LEADER:RABELAS, BESSY ROSE A.
MEMBERS: Ablay, Justine L.
Ibalio, Noemi P.
Gavan, Shania D.
Salacsacan. Ma. Fatima U.
Tanda, Michael A.
CURRICULUM
INNOVATIONS:
LOCAL AND
GLOBAL TRENDS
WHAT IS INNOVATION?

TRANSFORMATION

CHANGE
2002 BASIC EDUCATION CURRICULUM (BEC)

VISION
The Department of Education, envisions every
learner to e functionally literate, equipped with
life skills , appreciative of arts and sports and
imbued with the desirable values of a person
who is makabayan, makatotoo, makakalikasan,
and maka-Diyos.
2002 BASIC EDUCATION CURRICULUM
(BEC)
MISSION
To provide quality basic education that is
equitably accessible to all and lays the
foundation for lifelong learning and service
for the common good.
2002 BASIC EDUCATION CURRICULUM
(BEC)
PARAMETERS OF THE BASIC EDUCATION
CURRICULUM
1. Objectives
2. Content
3. Materials
4. Teaching- Learning process
5. Evaluation
2002 BASIC EDUCATION CURRICULUM
(BEC)
OBJECTIVES are expressed in terms of
competencies in:
KNOWLEDGE - Cognitive Domain
SKILLS - Psychomotor Domain
ATTITUDE - Affective Domain
2002 BASIC EDUCATION CURRICULUM
(BEC)
CONTENT is delivered using a variety of media
and resources.
ICT AND
TRADITIONAL
Community
BOOKS Resources

Content is contextualized so that the curriculum is


adjusted to the situation and local culture.
2002 BASIC EDUCATION CURRICULUM
(BEC)
MATERIALS the use of Multi-sensory
materials is encouraged in teaching. The
use of local or community resources as
well as technology driven support
materials are utilized in the learning
environment.
2002 BASIC EDUCATION CURRICULUM
(BEC)
TEACHING-LEARNING PROCESS
considers the learners as active partners
rather than objects of teaching.
The learners are constructors of meaning,
while teachers act as facilitators,enablers
and managers of learning.
2002 BASIC EDUCATION CURRICULUM
(BEC)
EVALUATION is encouraged to schools. This
will allow schools to make adjustment with
regard to:
Objective Content Materials
Teaching- Learning Process
2002 BASIC EDUCATION CURRICULUM
(BEC)

SALIENT FEATURES OF THE


CURRICULUM
2002 BASIC EDUCATION CURRICULUM
(BEC)
FIVE LEARNING AREAS

ENGLISH MATHEMATICS

MAKABAYAN

SCIENCE FILIPINO
2002 BASIC EDUCATION CURRICULUM
(BEC)

FILIPINO
ENGLISH TOOL SUBJECTS
SCIENCE
2002 BASIC EDUCATION CURRICULUM
(BEC)

ENGLISH
DEVELOP
MATHEMATICS
INTERNATIONALISM
SCIENCE
2002 BASIC EDUCATION CURRICULUM
(BEC)

MAKABAYAN
ENHANCE
FILIPINO
NATIONALISM
MAKABAYAN IN ELEMENTARY
SCHOOLS
GRADES 1-3
Sibika at Kultura w/ MSEP
GRADES 4-6
Heograpiya, kasaysayan at sibika( HeKaSi)
Edukasyong pantahan at Pangkabuhayan( EPP)
Musika, Sinig, at Eduaksyong Pangkatawan (MSEP)
GMRC ( Good Manners and Right Conduct) is
Integrated in all Subjects
MAKABAYAN IN HIGH SCHOOLS
Social Studies or Araling Panlipunan(AP)
1st Year : Philippine History and Governance
2nd Year : Asian Studies
3rd Year : World History
4th Year : Economics
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH (MAPEH)
VALUES EDUCATION (VE) OR EDUKASYONG
PAGPAPAHALAGA (EP)
2002 BASIC EDUCATION CURRICULUM
(BEC)

INTEGRATIVE TEACHING AS
MODE OF INSTRUCTIONAL
DELIVERY
2002 BASIC EDUCATION CURRICULUM
(BEC)
THEMATIC TEACHING requires organization of themes
around ideas.
ENGLISH

PHILIPPINE CULTURAL
FILIPINO HERITAGE (THEME) SCIENCE

MATHEMATICS
2002 BASIC EDUCATION CURRICULUM
(BEC)
CONTENT- BASED INSTRUCTION (CBI) is the integration of
content of learning with language teaching. The language
curriculum is centered on the academic needs and interest
of the learners, thus CBI crosses the barriers between
language and subject matter content
SCIENCE

CBI
ENGLISH
2002 BASIC EDUCATION CURRICULUM
(BEC)
FOCUSING INQUIRY is an interdisciplinary approach that uses
questions to organize learning.

GENERIC COMPETENCY MODEL learners are enrolled in three to


four linked or related courses or subject areas. In MAKABAYAN for
instance , competencies can be clustered into:
1. Personal Development
2. Social Competencies
3. Work and Special Skills
THIRD ELEMENTARY EDUCATION
PROGRAM ( TEEP)
• This was the flagship project of the Department
of Education on response to the Social Reform
Agenda initiatives of the government.
• TEEP aimed to build institutional capacity of the
Department Education to manage change and
actively involve parents, teachers, community for
quality education.
THIRD ELEMENTARY EDUCATION
PROGRAM (TEEP)
• Funded by World Bank (WB) and Japan Bank for
international cooperation ( JBIC)
• TEEP began in 1996 and concluded in 2005
• Initial findings :
- Improved learning achievement
- Rise in completions rates of the students
- Access to quality education had been achieved
THIRD ELEMENTARY EDUCATION
PROGRAM (TEEP)
MAJOR EDUCATIONAL COMPONENTS OF TEEP
1. Advocacy
2. In service training for teachers (INSET)
3. School Improvement and innovation facility (SIIF)
4. Students Assessments
5. Educational Management Information system (EMIIS)
6. Procurement
7. Monitoring and Evaluation
SECONDARY EDUCATION
IMPROVEMENT AND DEVELOPMENT
PROGRAM (SEDIP)
• SEDIP is a curricular innovation which dovetailed the TEEP
• It’s purpose was to improve equitable access to secondary
education in poverty affected areas.

- Improving Teaching and Learning


- Improving access to secondary education
- Facilitation Decentralized Secondary Education
management
SECONDARY EDUCATION
IMPROVEMENT AND DEVELOPMENT
PROGRAM (SEDIP)
• The SEDIP innovations started in 2000 and
ended in 2006
• Initial Results :
- Showed gains
- Best practices have been replicated
in other divisions which were not participants in
the project
K-12 BASIC EDUCATION CURRICULUM
The K to 12 program covers Kindergarten and 12
years of Basic Education ( Six years of primary
education, four years of junior high school and
two years of senior high schools (SHS). To
provide sufficient time for mastery of concepts
and skills , develop lifelong learners , middle
level skills development, employment and
entrepreneurship.
K-12 BASIC EDUCATION CURRICULUM
SALIENT FEATURES
1. Strengthening Early Childhood Education (universal kindergarten)
2. Making the curriculum relevant to learners (Contextualized and
enhancement)
3. Ensuring integrated and seamless learning ( Spiral progression)
4. Building proficiency through language Mother tongue based
multilingual education)
5. Gearing up the future (Senior High School)
6. Nurturing holistically developed filipin (College and Livelihood
readiness, 21st Century skills.
K-12 BASIC EDUCATION CURRICULUM
IMPLEMENTATION
CURRICULUM
ISSUES AND
CONCERNS
•Poor academic performance of
learners related to issues on the
varied implementation of the
curriculum among schools and
teachers
•Curricular innovations lack
the sense of ownership from
stakeholders
•Some curricular innovations are
results of bandwagon but are
not well supported by
managers.
•Lack of Regular monitoring and
evaluation.

•Innovations result to teacher burn


out.
RESPONSES TO
ISSUES AND
CONCERNS
•The BEC is an example of an innovation
that tries to address the continuous
decline in learners’ performance in basic
education.
•In the installation of a new curriculum or
innovation, all stakeholders should be
involved.
• There is a need to respond to the fast
changing times in terms of school
curriculum innovations. Committees should
be formed to address each phase or
curriculum installation, implementation and
evaluation.
• General practice seems to show that when a
new curriculum is introduced or
implemented, it ends without a report or
result. New curricular programs have now
embedded monitoring and evaluation in its
plan.
•Collaboration in the
implementation of a new curricular
is very necessary so that a sense of
ownership is achieved and success
is assured.

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