explain the intent, content, and structure of the basic

OBJECTIVES:
education science curriculum

discuss the science curriculum framework for basic education;

explain the importance of science education to national

development;
discuss the historical development of science education in the
Philippines; and
identify the opportunities and challenges in teaching science
in the Philippines
What is in the
framework?
Curriculum Framework
The curriculum framework is the overall structure for
organizing learning and teaching. It ensures that learning
experiences provided to students are commensurate with their
abilities at different stages and with their ways of perceiving and
learning about the world. The framework is not the curriculum
itself. Rather, it is a skeleton that provides the basis for a strong,
organized, and cohesive curriculum.
Curriculum Framework
It is not a syllabus, but a framework. According to Bybee (1990),
“a framework is like the broad sketches of an architect’s plan. The
framework gives an initial picture of the program and is based on
certain specifications. The architect’s plan has to fulfill certain
requirements. At the same time, more specific details are left to
the contractors and the carpenters. Everyone knows there will be
modifications as the framework is developed and implemented,
but there should be some fidelity to the original intentions,
specifications, and design.”
Curriculum Framework
This Framework is organized around three interlocking
components namely:

(1) inquiry skills

(2) scientific attitudes

(3) content and connections

Curriculum Framework
Being interrelated, these components are woven together in
order to support the holistic development of a scientifically literate
individual. The Framework sets out what all students should
know, understand, value, and be able to do from Grade 1 to
Grade 10. The Technical Working Group deems it best to use
Grades 1-10 (G1-10) instead of Grades 1-Year 4 to emphasize that
there is no break in the continuum of the curriculum from
elementary school to high school.
Curriculum Framework

Rather than being prescriptive, its basic purpose is to

provide a structure around which educators, curriculum
developers, textbook writers, and teachers can develop
instructional materials incorporating coherent learning activities
and experiences that prepare students to become scientifically
literate in a dynamic, rapidly changing, and increasingly
technological society.
Curriculum Framework
The Framework includes the core content that describes the major
science concepts that all students are expected to learn to become
scientifically literate as well as the competencies that indicate
what students should be able to do and demonstrate at the end of
Grade 2, Grade 4, Grade 6, Grade 8 and Grade 10. As such, it is
envisioned to provide a common curriculum direction so that a
more even spread of curriculum support materials are developed
and professional development aligned with curriculum change are
implemented to the advantage of Filipino students.
Curriculum Framework
Curriculum Framework
The Framework has two key features, which
make it different from previous curriculum
documents in the Philippines: its focus on the
cohesiveness of the three components and its
Grade 1 to Grade 10 approach. While
particular grade levels make unique
contributions and may require different
approaches, the G1-10 approach adopted by
the Framework provides a picture of the total
span of the basic education of students.
Curriculum Framework
It encourages a developmental and integrated approach
to curriculum planning, teaching, and learning. It
addresses the need to develop students’ understanding
of the big ideas of science over the years rather than
over weeks and months and the importance of
considering both content knowledge and its
applications. It enables students to progress smoothly
through the grade levels and avoids the major
disjunctions between stages of schooling evident in
some previous approaches to curriculum. Thus, it
provides the basis for continuity and consistency in the
students’ basic education.
Curriculum Framework
Taken as a whole, students in each grade level
learn about the three content areas (life science,
physical science, and earth and space science) in
one school year. Such an organization
emphasizes understanding the connections and
interrelationships of various science concepts.
This is in contrast to the traditional presentation
of science content as separate subjects where
knowledge is taught to build mastery of a
collection of isolated facts, principles, and
procedures.
Curriculum Framework
There are three overarching themes: maintaining
good health and living safely; utilizing energy
and coping with changes; and conserving and
protecting the environment. These themes are
used in various real-life contexts across grade
levels. The latter is in keeping with the pervasive
trend in science education where the focus of the
curriculum is from content-focused science to
one that prepares students for better
understanding and use of science in their
everyday life (Fensham, 2006).
 K to 12 Education Curriculum Framework
Science education aims to develop scientific literacy among
learners that will prepare them to be informed and participative
citizens who are able to make judgments and decisions regarding
applications of scientific knowledge that may have social, health,
or environmental impacts.
 K to 12 Education Curriculum Framework
The science curriculum recognizes the place of science and
technology in everyday human affairs. It integrates science and
technology in the social, economic, personal and ethical aspects
of life. The science curriculum promotes a strong link between
science and technology, including indigenous technology, thus
preserving our country’s cultural heritage.
 K to 12 Education Curriculum Framework
The K to 12 science curriculum will provide learners with a repertoire
of competencies important in the world of work and in a knowledge-based
society. It envisions the development of scientifically, technologically, and
environmentally literate and productive members of society who are critical
problem solvers, responsible stewards of nature, innovative and creative
citizens, informed decision makers, and effective communicators. This
curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in a local setting as well as
global context whenever possible, performing scientific processes and skills,
and developing and demonstrating scientific attitudes and values.
 K to 12 Education Curriculum Framework
The acquisition of these domains is facilitated using the
following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-
based learning, and inquiry-based approach. The approaches are
based on sound educational pedagogy namely, constructivism,
social cognition learning model, learning style theory, and brain-
based learning.
 K to 12 Education Curriculum Framework

Science content and science processes are intertwined in the

K to 12 Curriculum. Without the content, learners will have
difficulty utilizing science process skills since these processes are
best learned in context. Organizing the curriculum around
situations and problems that challenge and arouse learners’
curiosity motivates them to learn and appreciate science as
relevant and useful. Rather than relying solely on textbooks,
varied hands-on, minds-on, and hearts-on activities will be used to
develop learners’ interests and let them become active learners.
 K to 12 Education Curriculum Framework

As a whole, the K to 12 science curriculum is learner-

centered and inquiry-based, emphasizing the use of evidence in
constructing explanations. Concepts and skills in Life Sciences,
Physics, Chemistry, and Earth Sciences are presented with
increasing levels of complexity from one grade level to another in
spiral progression, thus paving the way to a deeper understanding
of core concepts. The integration across science topics and other
disciplines will lead to a meaningful understanding of concepts
and their application to real-life situations.
K to 12 Education Curriculum
Framework
Key Stage Standards:
K-3 4-6
At the end of Grade 3, the learners should have At the end of Grade 6, the learners should have
acquired healthful habits and have developed a developed the essential skills of scientific
curiosity about themselves and their environment inquiry – designing simple investigations, using
using basic process skills of observing, appropriate procedures, materials, and tools to
communicating, comparing, classifying, gather evidence, observing patterns, determining
measuring, inferring, and predicting. This relationships, drawing conclusions based on
curiosity will help learners value science as an evidence, and communicating ideas in varied
important tool in helping them continue to explore ways to make meaning of the observations
their natural and physical environment. This and/or changes that occur in the environment.
should also include developing scientific The content and skills learned will be applied to
knowledge or concepts. maintain good health, ensure the protection and
improvement of the environment, and practice
safety measures.
Grade Level Standards:
Grade/ Level Grade Level Standards
Kindergarten The learners will demonstrate an emerging understanding of the parts of their body and their
general functions; plants, animals, and varied materials in their environment and their observable
characteristics; general weather conditions and how these influence what they wear; and other
things in their environment. Understanding of their bodies and what is around them is acquired
through exploration, questioning, and careful observation as they infer patterns, similarities, and
differences that will allow them to make sound conclusions.
Grade 1 At the end of Grade 1, learners will use their senses to locate and describe the external parts of
their body; to identify, external parts of animals and plants; to tell the shape, color, texture, taste,
and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how
things move; to, describe the weather and what to do in different situations; to use appropriate
terms or vocabulary to describe these features; to collect, sort, count, draw, take things apart, or
make something out of the things; to practice healthy habits (e.g., washing hands properly,
choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys, asking
questions and giving simple answers/ descriptions to probing questions).
Grade Level Standards:
Grade/ Level Grade Level Standards
Grade 2 At the end of Grade 2, learners will use their senses to explore and describe the functions of their
senses, compare two or more objects and using two or more properties , sort things in different
ways and give a reason for doing so, describe the kind of weather or certain events in the home or
school and express how these are affecting them, do simple measurements of length, tell why
some things around them are important , decide if what they do is safe or dangerous; give
suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what
they have seen, or what they feel.
Grade 3 At the end of Grade 3, learners can describe the functions of the different parts of the body and
things that make up their surroundings --- rocks and soil, plants and animals, the Sun, Moon and
stars. They can also classify these things as solid, liquid or gas. They can describe how objects
move and what makes them move. They can also identify sources and describe uses of light, heat,
sound, and electricity. Learners can describe changes in the conditions of their surroundings.
These would lead learners to become more curious about their surroundings, appreciate nature,
and practice health and safety measures.
Grade Level Standards:
Grade/ Level Grade Level Standards
Grade 4 At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other
materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community. Learners can describe the functions of the different internal parts of
the body in order to practice ways to maintain good health. They can classify plants and animals according to where they live
and observe interactions among living things and their environment. They can infer that plants and animals have traits that
help them survive in their environment. Learners can investigate the effects of push or pull on the size, shape, and movement
of an object. Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily
activities. They learned about what makes up weather and apply their knowledge of weather conditions in making decisions
for the day. They can infer the importance of the Sun to life on Earth.

Grade 5 At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their
properties. They can infer that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that
accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an
investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in their
preservation. Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that
different materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific
uses. Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.
Grade Level Standards:
Grade/ Level Grade Level Standards
Grade 6 At the end of Grade 6, learners recognize that when mixed together, materials may not form new
ones thus these materials may be recovered using different separation techniques. They can
prepare useful mixtures such as food, drinks and herbal medicines. Learners understand how the
different organ systems of the human body work together. They can classify plants based on
reproductive structures, and animals based on the presence or lack of backbone. They can design
and conduct an investigation on plant propagation. They can describe larger ecosystems such as
rainforests, coral reefs, and mangrove swamps. Learners can infer that friction and gravity affect
how people and objects move. They have found out that heat, light, sound, electricity, and motion
studied earlier are forms of energy and these undergo transformation. Learners can describe what
happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur.
They can infer that the weather follows a pattern in the course of a year. They have learned about
the solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons
in another grade level.
The Sequence of Domains
Force, Motion, and Energy
Earth and Space
 The Guiding Principles of Science Curriculum Framework
1. Science is for everyone.
2. Science is both content and process.
3. School science should emphasize depth rather than breadth, coherence rather than
fragmentation, and the use of evidence in constructing explanations.
4. School science should be relevant and useful.
5. School science should nurture interest in learning.
6. School science should demonstrate a commitment to the development of a culture of
science.
7. School science should promote a strong link between science and technology,
including indigenous technology.
8. School science should recognize that science and technology reflect, influence, and
shape our culture.