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What is Curriculum?
From the Latin word curriculum (“course”), derived from currere “ run or”move quickly)
A “course for tracing”
In educational usage, the “course of the race” stands for “course of study”
1. Philosophical
2. Historical
3. Pyschological
4. Social
Philosophy provides educators, teachers and curriculum makers with a framework for planning,
implementing, and evaluating curricula in schools. It helps in answering what schools are for,
what subjects are important, how students should learn and what materials and methods should
be used. In decision-making, philosophy provides the starting point and will be used for the
succeeding decision –making process.
1. PERENNIALISM
Aim of Education- to educate the rational person; to cultivate the intellect.
Role of Education- Teachers help students think with reason based in the Socratic
methods of oral exposition or recitation and explicit or deliberate teaching of traditional
values.
Focus in the curriculum- Classical subjects, literary analysis. Curriculum is constant.
Curriculum trends- use of great books and return to liberal arts.
2. ESSENTIALISM
Aim of Education- To promote the intellectual growth of the individual and educate a
competent person
Role of Education- The teacher is the sole authority in his/her subject area or field of
specialization.
Focus in the curriculum- Essential skills of the 3 Rs and essential subjects of English,
science, history, math and foreign language
Curriculum Trends- Excellence in Education, back to basics, and cultural literacy
3. PROGRESSIVISM
Aim of Education- To promote democratic and social living
Role of Education- Knowledge leads to growth and development of lifelong learners who
actively learn by doing.
Focus in the curriculum-Subjects are interdisciplinary, integrative, and interactive.
Curriculum is focused on students interest, human problems and affairs.
Curriculum Trends- School reforms, relevant and contextualized curriculum, and
humanistic education
4. RECONSTRUCTIVISM
Aim of Education- To improve and reconstruct society, since education is for change
Role of Education- Teachers act as agents of change and reform in various educational
projects, including research.
Focus in the Curriculum- Present and Future trends and issues of national and
international interest.
Curriculum Trends- Equality of educational opportunities in education, and access to
global education.
Philippine educations was greatly influence by the American educational system. The following
curriculum theories laid down their views on what curriculum is.
Historical development shows different changes in the purposes, principles and content of the
curriculum. The different changes are influenced by educational philosophy, psychology and
pedagogical theories. This implies that curriculum is ever-changing, putting in knowledge and
content from many disciplines
1. BEHAVIORIST PSYCHOLOGY
Connectionism-Edward Thorndike, which influence both Ralph Tyler and Hilda Taba who
considered to be two of the well-know curricularists.
Classical conditioning-Ivan Pavlov
Operant Conditioning-B.F. Skinner
Modeling and Observation Theory- Albert Bandura
Hierarchical Learning/sets of behavior and five learning outcomes- Robert Gagne
1. Intellectual skills or” knowing how” categorize and use symbols, forming concepts and
problem-solving.
2. Information or”knowing what” knowledge about facts dates and names
3. Cognitive strategies or learning skills
4. Motor skills: and
5. Attitudes, feelings and emotions learned through experiences
The listed learning outcomes overlap with the domains in the taxonomy of educational
objectives, which are cognitive, affective and psychomotor.
To the behaviorist, learning should be organized to students can experience success in the
process of mastering the subject matter. The method introduced in a step by step manner with
proper sequencing of tasks, which is viewed by other educational psychologist as simplistic and
mechanical.
2. COGNITVE PSYCHOLOGY
How do learns store information? How do they retrieve and generate conclusions?
These are some of the basic questions asked by cognitive psychologists.
3. HUMANISTICS PSYCHOLOGY
Humanist psychologists are concerned with how learners can develop their human
potentials. Traditional psychologists do not recognize humanistic psychology as a school
of psychology, . however, observes view humanistic psychology as the third force
learning theory after behaviorism and cognitive development.
Learning can be explained in terms of the wholeness of the problem and where
the environment is changing and the learner is continuously recognizing his or
her perceptions-Gestalt Theory.
Theory of human needs for self- actualizing persons- Abraham Maslow
Non-directive lives= Carl Rogers
Among the humanistic psychologists, curriculum is concerned with the process, not the
products; personal needs, not subject matter, psychological meanings and environmental
situations.
In summary, psychology has a great influence on the curriculum. Learners not machines, and
mind is not a computer. Humans are biological beings affected by their biology and cultures.
The psychological foundations will curriculum makers in nurturing a more advanced, more
comprehensive and complete human learning.
Society ever dynamic, is a source of very fast changes which are difficult to cope with and to
adjust to. Thus, schools are made to help understand these changes. However, some
observations point out to the fact that schools are conservative institutions that lag behind
they are supposed to be agents of change. Thus order for schools to be relevant, school
curricula should address diversity, explosion of knowledge, school reforms and education for
all.
Allen Glatthorn , as cited by Bilbao describes seven (7) types of curriculum operating in
the schools.
1. Recommended Curriculum- proposed by scholars and professional organizations
The curriculum may come from a national agency like the Department of
Education (DepEd), Commission on Higher Education (CHED), Department of
Science and Technology (DOST) or any professional organization who has
stake in education for example like the PAFTE.
2. Written Curriculum-appear in school, district, division, or country documents
This includes documents, course of study or syllabi handed down to the
schools, districts, divisions, departments, or colleges for implementation. Most
of the written curricula are made by the curriculum experts with the
participation of teachers. These were pilot-tested or tried out in sample
schools or population. An example is the Basic Education Curriculum (BEC).
Another example is the written lesson plan, made up of objectives and
planned activities of the teachers.\
3. Taught Curriculum- what teachers implement of deliver in the classrooms or schools
The different planned activities which are put into action in the classroom
compose the taught curriculum. These are varied activities that are
implemented in order to arrive at the objectives or purposes of the written
curriculum. These are used by the learners with the guidance of teachers.
Taught curriculum varies according to the learning styles of students and the
teaching styles of teachers
4. Supported Curriculum- resources like textbooks, computers, audio-visual materials
which support and help in the implementation of the curriculum.
In order to have a successful teaching, other than the teacher, there must be
materials which should support or help in the implementation of a written
curriculum. These refer to the material resources, such as textbooks,
computers, audio-visual materials. Laboratory equipment, play ground, zoos,
and other facilities. Support curriculum should enable the learner to achieve
real and lifelong learning
5. Assessed Curriculum- that which is tested and evaluated.
This refers to a tested or evaluated curriculum. At the end of the teaching
episodes, series of evaluation is done by the teachers to determine the extent
of learning or to tell if the students are progressing. This refers to the
assessed curriculum. Assessment tool like pencil-and –paper tests; authentic
instruments like portfolio are being utilized.
6. Learned Curriculum- what students actually learn and what is measured.
Refers to the learning outcomes achieved by the students. Learning outcomes
are indicated by the results of the tests and changes in behavior, which can
either be cognitive, affective, or psychomotor.
7. Hidden Curriculum- the unintended curriculum
This unintended curriculum which is not deliberately planned but may modify
behavior or influence learning outcomes. There are lost of hidden curricula
that transpire in the schools. Peer influence, school environment, physical
condition, teacher-learner interaction, mood of the teachers and many other
factors to make up.
The Philippine Educational system is divided into three educational levels namely the primary,
secondary, and tertiary (with the trifocalization the educational system was divided into Basic
Education (primary and secondary); Technical-Vocational Education (Post-secondary
education) and Higher Education ( tertiary education)
Based on the 1987 Philippine Constitution, all schools shall aim to:
1. Provide general education programs which will promote national identity, cultural
consciousness, moral integrity and spiritual vigor
2. Train the nation’s manpower in the skills required for national development
3. Develop the professions that will provide leadership for the nation; and
4. Advance knowledge through research and apply new knowledge for improving the
quality of human life and respond effectively to changing society.
Based on the mandate of the Constitution, each school therefore should be guided by its vision,
mission and goals and its curricula should also revolved around these.
The school’s vision is a clear concept of what the institution would like to become in the future. It
provides the focal point and unifying element according to which the school staff, faculty and
students perform individually or collectively. It is the guiding post around which all educational
efforts, including curricula, should be directed. The school’s vision can be very ambitious, but
that is a characteristic of a vision
The school’s vision and mission are further translated into goals which are broad statements of
intents to be accomplished. Data for the source of a school goals may include the learners, the
society and the fund of knowledge.
In a curriculum, theses goals are made simple and specific for the attainment of each learner.
These are called educational objectives, Benjamin Bloom and Robert Mager defined
educational objectives in two ways:
1. Explicit formulation of the ways in which students are expected to be changed by the
educational process, and
2. Intent communicated by statement describing a proposed change in learners. In other
words, objectives direct the change in behavior, which is the ultimate aim of learning.
They provide the bases for the selection of learning content and learning experiences.
They also set the criteria against which learning outcomes will be evaluated.
All curricula have content, regardless of their design or models. To the subject centered view,
content or subject matter is another term for knowledge. It is compendium of facts, concepts
generalization, principles and theories. To the learner-centered view, the content relates
knowledge to the individuals personal and social world and how he/she defines reality.
According to Jerome Bruner,” knowledge is a model we construct to give meaning and
structure to regularities in experience”
Criteria in the selection of subject matter content or knowledge for the curriculum (Bilbao, 2009)
1. Self-sufficiency- According to Scheffler (1970), the prime guiding principle for content
selection is helping learners to attain maximum self-sufficiency in learning, but in the
most economical manner. Economy means less teaching effort and educational
resources, less learner’s effort, but more results and effective learning outcomes.
2. Significance- when content or subject matter will contribute to basic ideas, concepts
principles, and generalization to achieve the overall aim of the curriculum, the it is
significant. It also significant if it will develop learning abilities, skills, processes and
attitude. Subject matter is significant if it will develop the cognitive, affective, and
psychomotor skills of the learners. It can also be significant if the cultural aspect will be
considered.
3. Validity- The authenticity of the subject matter selected is it validity . With information
explosion, oftentimes , knowledge selected for school content may becomes obsolete.
Thus, subject matter should be checked or verified at regular intervals, to determine if
the content that was originally valid continues to be so.
4. Interest- For a learner –centered curriculum, this is the key criterion. A learner will value
the content if it is meaningful to him or her. Students’ interests should be considered and
adjusted taking into consideration maturity, prior experiences, educational and social
value of their interest among others.
5. Utility-Usefulness of the content or subject matter may be relative to the learner who is
going to use it. Usefulness may either be for the present or the future questions like “will
I use it in my future job?, :will it add meaning to my life or develop my human potential?”
or” will the subject matter be useful in solving my current problems?” are considered.
6. Learnability-Subject matter in the curriculum should be within the range of the
experiences of the learners. This is clearly suggested by the psychological foundations
of a curriculum . There are ways of presenting subject matter or content which can easily
be learned. Optimal placement and appropriate organization and sequencing of contests
are the two ways by which these can be done.
7. Feasibility- can the subject matter or content be learned within the time allowed,
resources available, expertise of the teacher, and the nature of the learners? Content
selection should be considered within the context of the existing reality in schools, in
society and government.
The core or the heart of the curriculum includes the different instructional strategies and
methods that realize the goals and use the content in order to produce an outcome teaching
strategies convert the written curriculum into instruction. Both the teacher and learner take
actions to facilitate learning.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide
for the selection and use, such as:
1. Teaching methods are means to achieve the end. They are used to translate the
objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the learning
objectives, the learners , and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop in the cognitive,
affective, psychomotor, social and spiritual domains.
4. In the choice of the teaching methods, the learning styles of the students should be
considered.
5. Every method should lead to the development of the three domains: cognitive, affective
and psychomotor
6. Flexibility should be a consideration in the use of the teaching methods
All curricula, to be effective, must have the element of evaluation ( Worthen & sanders, 1987),
Curriculum evaluation refers to the formal determination of the quality, effectiveness or value of
the program process, and product of the curriculum. Evaluation is meeting the goals and
matching them with the intended outcomes
Context- refers to the environment of the curriculum, the real situation where
the curriculum is operating. Context evaluation refers to situation analysis.
Input-refers to the elements of the curriculum, which include the goals,
instructional strategies, the learners, the teachers, the contents and all the
materials needed
Process-refers to the ways and means of how the curriculum has been
implemented. This component of the CIPP looks into the entire operation of
the curriculum.
Product-indicates if the curriculum accomplishes its goals. It will determine to
what extent the curriculum objectives have been achieved.
Within the evaluation process, smaller and more specific activities are needed to determine the
effectiveness of the curriculum. It includes assessment and measurement of learning outcomes,
the ultimate product of a curriculum. Methods include diagnostic; placement; formulative or
summative assessments or non-reference or criterion referenced measurement.
The components of a curriculum are distinct but are interrelated to one another as shown in the
following figure.
Aims Objectives
Evaluation Content/Subject Matter
Methods/Strategies
Development connotes changes which are systematic. A change for the better means any
alteration, modification or improvement of existing condition. To produce positive changes,
development should be purposeful, planned and progressive. This is how curriculum evolves,
Some authors define curriculum as the total effort of the school to bring about desired outcomes
in the school and out-of-school situations. It is also defined as a sequence of potential
experiences set up in school for the purpose of disciplining children and youth in group ways of
thinking and acting
Howel and Evans (1995) define curriculum as standard set of learning outcomes or task that
educators usually call goals and objectives, while other writers define curriculum as” the what of
teaching”, or listing of subjects to be taught in school.
Curriculum is a document which describes as structured series of learning objectives and
outcomes for a given subject matter/ area. It includes a specification of what should be learned,
how it should be taught, and the plan for implementing/ assessing the learning.
Ralph Tyler Model ( also known as Tyler’s Rationale)\he posited forum fundamental questions
or principles in examining any curriculum:
Tyler’s Model shows that in the curriculum development the following considerations should be
made”
Hilda Taba Model- She improved on Tyler’s Rationale by making a linear model. She believes
that teachers who teach or implement the curriculum should participate in developing it. Her
advocacy was called the “grassroots approach”
Presented seven majors steps her model, where teachers could have a major input.
Thus, looking at the curriculum models , the three interacting process in curriculum development
are: (1) planning; (2) implementing; and (3) evaluating.
SCOPE- Tyler and Omstein (2004) define scopes as all the content, topics, learning
experiences and organizing threads comprising the educational plan. It refers to the
coverage of the curriculum. It is the depth and breadth of the curriculum. It includes time,
diversity and maturity of the learners.
BALANCE- Curriculum content should be fairly distributed in depth and breadth of the
particular learning area of discipline. This will ensure that the level or are will not be
overcrowded or less crowded.
ARCTICULATION- When each subject matter is smoothly connected to the next, glaring
gaps and wasteful overlaps in the subject matter will be avoided. Teamwork among the
teachers will enhance articulation of contents in the curriculum.
SEQUENCE- It is the logical arrangement of the subject matter. It refers to the
deepening and broadening of the contest as it is taken up in the higher levels.
INTEGRATION- the horizontal connections are needed in subject areas that are similar,
so that learning will be related to one another. This will help the learner get a holistic or
unified view of reality outlook in life.
CONTINUITY- The content repetition, review and reinforcement of learning is what is
referred to as continuity. Learning requires a continuing application of new knowledge,
skills, and attitudes or values, so that these will be used in daily living.
Curriculum Approaches
In Curriculum development, the teaching and learning are actions necessary to accomplish a
goal in education. What is the role of teaching in curriculum development?
The process of teaching replicates the process of curriculum development. The implementation
phase of curriculum development is the actual teaching and experiencing of curriculum, as
shown in Figure 2
Planning Phase- includes decisions about: (a) the needs of the learners; (b) the
achievable goals and objectives to meet the needs; (c) the selection of the content to be
taught; (d) the motivation to carry out the goals; (e) the strategies most fit to carry out the
goals; and (f) the evaluation process to measure learning outcomes
Implementation Phase- requires the teacher to implement what has been planned.
Evaluation Phase- a match of the objectives with learning outcomes will be determined.
Process of Feedback and Reflection- to give information as to whether the three phases
were appropriately done and elicited good results.
Stakeholders are individuals or institution that are interested in the school curriculum. Their
interest varies in degree and complexity. They get involved in many different ways in the
implementation because the curriculum affects them directly or indirectly.
Learners at the Center of the Curriculum- These learners are the very reason why
curriculum is developed.
Teachers as Curriculum Developers and Implementers- Planning and writing the
curriculum are the primary roles of the teacher. The teachers writes a curriculum
regularly through a lesson plan, a unit plan or a yearly plan. He prepares the activities for
the students to do . the teacher addresses the goals, needs, and interest of the learners
by creating experiences from where the students can learn. He/She designs, enriches,
and modifies the curriculum to suit the learners’ characteristics.” No technology can ever
replace a teacher, it will only support the multifaceted role of the teacher.”
Curriculum Managers and Administrators- They are people who are responsible in the
formulation of the school’s vision, philosophy, mission and objectives. They provide
necessary leadership in evaluating teaching personnel and school programs. The
principle of command responsibility and institutional leadership rests on the shoulders of
the school administrators.
Parents as Supporters to the curriculum- Parents are the best supporters of the school,
especially because they are the ones paying for their child’s education. Hence, they
want to get the best of his/her investment in education. This has an implication to what
kind if curriculum is being offered in the school.
Community Members as Curriculum Resources- Community members and materials in
the existing local community can very well substitute for what are needed to implement
the curriculum. Respected community members may be included in school boards;
some can become resource speakers, etc.
Other Stakeholders in Curriculum Implementation-Professional organizations like those
of teachers, lawyers, medical doctors, engineers and many others are asked by
curriculum specialists to contribute in curriculum review because they have a voice in
licensure examinations, curriculum enhancement and many more. Often, they have a
better view of the industry where the graduates of the curriculum go.
The role of Technology in Implementing the Curriculum
Technological changes in education make it’s impact on the delivery of more effective,
efficient and humanizing teaching-and-learning. Increase in the use of information and
communication technology or ICT is an explosive trend that made it influence education,
Educational technology has the following roles in delivering the school curriculum’s
instructional program.
Upgrading the quality of teaching-and-learning in schools
Increasing the capability if the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses.
Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning such as open universities and lifelong
learning to adult learners.
Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student- centered and holistic learning.
Pilot testing- this is a process where empirical data are gathered to support whether the
material or the curriculum is useful, relevant, reliable and valid
Monitoring- is a periodic assessment and adjustment during the try out period. It
determines how the curriculum is working so that the monitoring report becomes the
basis of decision on what aspects have to be retained, improved or modified.
Curriculum Evaluation- as part of total educational evaluation refers to a systematic
process of judging the value, effectiveness and adequacy of a curriculum. It is a process,
product and setting which will lead to informed decisions.
(1) School-Based Evaluation (SBE)- an approach to curriculum evaluation which places the
content, design, operation, and maintenance of evaluation procedure in the hands of
school personnel.
(2) Accreditation-this is a voluntary process of submitting a curricular program to an external
accrediting body foe review in any level of education: basic, tertiary or graduate school,
to ensure that standards are met. Accreditation studies the statement of the educational
intentions of school and affirms the standard of excellence.
Intended Curriculum- refers to a set of objectives identified set at the beginning of any curricular
plan. It establishes the goal, the specific purposes, and the immediate objectives to be
accomplished. The intended curriculum specifies what the curriculum maker wants to do.
Implemented Curriculum- refers to the various learning activities or experiences of the students
in order to achieve the intended curricular outcomes.
Achieved curriculum- refers to the curriculum outcomes based on the first two types of
curriculum, the intended and implemented. The achieved curriculum is considered the product.
It can be the learning outcomes, or a material product itself, like a book, modules or instructional
material.
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 decisions or reaching a conclusion. It involves
decision making about student performance based on information obtained from assessment
process. Assessment id the process of collecting information by reviewing the products of
student works, interviewing, observing or testing.
Evaluation is the process if using information that is collected through assessment. The ultimate
purpose of any evaluation process that takes place in schools is to improve student learning.
It entails a reasoning process that is based on inference. Inference, which the process of
arriving at a logical conclusion from a body of evidence. Inference 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 inference.
Evaluation is thoughtful process, used to understand things. Evaluation has been defined is a
variety of ways, all of which have at their core the idea of comparison. When we evaluate, we
make comparison between things, not the differences, summarize our findings and draw
conclusion about results.
Evaluation is the judgment made about the assessments of students learning based on
established criteria. It involves a process of integrating information from various sources and
using this information to make inferences and judgments about how well the students have
achieved curriculum expectations. Evaluation involves placing a value on and determining the
worth of students assessment. Evaluation is usually made so that progress can be
communicated to students and parents.
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:
1. Focus in one particular component of the curriculum. Will it be the subject area, the
grade level, the course or the degree program? Specify the objectives of evaluation.
2. Collect or gather the information is made up of data needed regarding the object of
evaluation
3. Organize the information. This step will require coding, organizing, strong and retrieving
data for interpretation
4. Analyze information. An appropriate way of analyzing will be utilized
5. Report information. The result of evaluation should be reported to specific audiences
6. Reporting can be done formally in conferences with stakeholders, or informal through
roundtable discussion and conversation.
7. Recycle the information for continuous feedback, modification and adjustments to be
made.
V. CURRICULUM INNOVATION
Innovations are inevitable as man continues to seek for development. With the demand brought
about by the fast-changing society. It is most likely that innovations will occur. In curriculum,
changes and modifications are being introduced to keep pace with the changing world. With
emerging theories of learning, instructional delivery and management, learning and teaching
styles, modes of living and other societal changes in science and technology led educator to
introduce innovations.
This vision is in line with DepEds’ 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.
The BEC was developed through a dynamic process. It started with the review of the
existing basic education curriculum in 1997, which look into consideration world wide
trends and Philippine realties.
Integrative teaching works best in the BEC because the curriculum is treated in a holistic
manner. The process is interactive, collaborative and innovative.
Thematic Teaching- requires organization of themes around ideas. The theme
provide focus and helps learners to see the meaningful connections across
subject areas. It links ideas to actions and learning to life.
Content- Based Instruction (CBI)- it is the integration of content learning with
language teaching. The language curriculum centered on the academic needs
and interests of the learners. Thus, it crosses the barriers between language and
subject matter content. This approach aims at developing the learner’s language
skills.
Focusing inquiry-it is an interdisciplinary approach that uses questions to organize
learning. Learners become creators rather than recipients of knowledge.
Contents and concepts are given less importance than the process of conducting
an investigation and communicating what was learned to others. Instructional
process is built around inquiry, where teachers guide the students to discover
answers to questions. Using what learners already know as a starting point, they
generate questions about things they do not know yet. The design a method of
investigation and gather information on their own.
Generic Competency Model- the learners are enrolled in three to four linked or
related courses or subject areas. In Makabayan, for instance, competencies
subject and can be clustered into personal development, social competencies
and work and special skills, the subject specialist teaches his/her subject and
activities will draw on processes and skills important to each discipline.
2. Third Elementary Education Program
Begun in 1996 and concluded in 2005 it was funded by the WB and JBIC, in response to
the Social Reform Agenda of the government. It is focused only on the elementary level
with the goal to improve learning achievement; improve completion rates and access to
quality elementary education.
Advocacies:
In- service Training for Teachers (INSET); school improvement and innovation
Facility;(SIIF) Student Assessment;(SA), Educational Management Information System
(E-MS); Procurement and Monitoring Evaluation ; Principal Empowerment
There are two streams in Basic Education; BEED- structured to meet the need of
professional teachers for elementary and special education program; and the BSED-
need of professional teachers in the high school in the Philippines
The Curriculum is aligned to the National Competency-Based Teachers Standards
(NCBTS)
It is made up of three components- (1) General Education (2) Professional Education (3)
Specialization or content courses.
UbD is a framework for improving student achievement and was designed by internally
recognized educators Grant Wiggins and Jay Mctighe, published bu ASCD
The emphasis on” Backward Design”.
It is a tool utilized for educational planning focused on teaching for understaning
It works within the” standard-driven curriculum” to help teachers clarify learning goals,
device revealing assessment of students understanding and craft effective and engaging
learning activities.
Begun as early as 2007 and was formally implemented in the Philippines thru the 2010
Secondary Education Curriculum.
W-where us the unit going? What is expected? Where are the students coming from?
E- Equipped students, help them experience the key idea an explore the issue
R- Rethink
E- Evaluate
T- Tailors
O- Organize
For Students- ensure workplace orientation and opportunity to apply their skills,
knowledge and proper work attitudes; opportunities for enhance employability
For Industry- prospective workers are developed according to the companies
specifications
For the University- reduced need for sophisticated equipment and facilities;
responsiveness to industry needs and better employment for graduates.
1. 12-Year Basic Education Cycle- expand the basic education cycle from a short of 10
year cycle to a globally comparable 12 years before 2016.
2. Universal Pre-Schooling for All- All public school children ( and all public schools) will
have pre-schooling as their introduction to formal schooling by 2016.
3. Madaris Education as a Sub-system within the Education System- Madaris education
with subjects in Arabic Language and Islamic Values education will be integrated in the
public school curriculum as additional subject with the view to keeping the Muslim
Filipino children in school.
4. Technical Vocational Education as an Alternative Stream in Senior High School-Provide
education alternative to better prepare students for the world of work. Re –introducing
technical vocational education in the public high schools to better link and match
schooling ti local industry needs and employment.
5. “every Child a Reader” by Grade 1- by the end of SY 2015-2016, every child passing
pre-school must be a reader by Grade 1.Library infrastructures with appropriate reading
materials will be built in schools, and elementary teachers shall be trained how to teach
reading.
6. Science and Math Proficiency- Rebuild the science and math infrastructure in schools to
produce more scientists, engineers, technicians, technologist and teachers in the
universities so that this country can be more globally competitive in industry and
manufacturing.
7. Assistance to private schools as essential Partners in Basic Education- Expand the
Government Assistance to Students and Teachers in Private Education to a target of 1
million HS students through education service contra ting and do away with wasteful
education voucher system
8. Medium of Instruction Rationalized- Support UNESCO’s tried and tested formula on
mother tongue instruction. Use mother tongue as medium of instruction from pre- school
to Grade III
9. Quality Textbooks-Produce books according to these criteria; quality, better quality and
more quality
10. Covenant with Local Government to build more schools- the support of the LGU’s is
necessary to build more classrooms with smaller population, so that teachers and
students, and parents can form a real learning community.
The 1987 Philippine Constittuition ( Section 1, Article IV). The state protect and promote
the right of all citizens to quality education at all levels and shall take appropriate steps
to make such education accessible to all’.
RA 9155 9Governance of Basic Education Act of 2001)- Remaining DECS to DepEd and
reiterating the constitutional mandate. Establish free compulsory public education at the
elementary and high school level of education
RA 6655 ( The Free Secondary Education Act)- providing free four years of secondary
schooling for those ages 12 to 15 in the public schools
OBE is an approach to education in which decisions about the curriculum are driven by the exit
learning outcomes that the students should display at the end of the course.
Domains-distinctive spheres of the learning process, and also a well defined arena for
demonstrating positive teacher practices
Strands- specific dimensions of positive teacher practices under the broad conceptual
domain
Indicators- concrete, observable, and measurable teacher behaviors, actions, habits,
routines, and practices know to create, facilitate and support enhanced student learning.
This Framework will allow teachers to self-assess their own performance against the
Competency Standards in order to identify area of strength, as well as areas that need to be
developed further in order for them more effectively as facilitators of learning.
This domain focuses on the ideal that teachers serve as positive and powerful role models of
the value in the pursuit of different types of social interactions with students exemplify this ideal.
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even
with diverse learners, by recognizing and respecting individual differences and by using
knowledge about their differences to design diverse sets of learning activities, to ensure that all
learners can attain the desired learning goals
Domain 4. Curriculum (Curr)
The curriculum domain refers to all elements of the teaching-learning process that work in the
convergence to help students achieve their curricular goals and objectives, and to attain high
standards of learning defines in the curriculum. These elements include teacher’s knowledge of
the subject matter and the learning process.
This domain refers to the alignment of assessment and planning activities. In particular, the
PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2)
integration of assessment procedures in the plan and implementation of teaching-learning
activities; and (3) reporting of the learners actual achievement and behavior
The CL domain refers to the ideal that classroom activities are meaningfully linked to the
experiences and aspirations of the learners in their homes and communities. This, this domain
focuses on teachers’ efforts directed at strengthening the links between schools and
communities to help in the attainment of the curricular goals.
The PGD domain emphasizes that ideal that teachers value having a high personal regards for
the teaching profession, concern for professional development, and continuous improvement as
teachers.
Philippine Constitution: Article XV Sec. 3(b)-…the state shall defend the right of children to
assistance, including proper care and nutrition, and special protection all forms of neglect,
abuse, cruelty exploitation and other conditions prejudicial to their development
PD No. 63 Art 59 (1974)- Child and Youth Welfare Code- Prohibiting any mental and physical
violence against children