2. Traditional Definition
curriculum- is a group of subjects arranged in a certain sequence peculiar to the subject
field itself for the purpose of instruction. This definition is based on the assumption that
the role of education is to fit the individual for his place in society. Unique needs and
interests have been placed second to the common needs of all.
Modern Definition
Curriculum- consists of all the experiences for learning which are planned and
organized by the school. It is composed of the, actual experiences and activities of
learners inside or outside the classroom under the guidance of a teacher and for which
the school accepts responsibility.
It encompasses all learning opportunities provided by the school. This broader concept
of curriculum implies that it exists not in the textbooks nor
in the course of study, nor in the lesson plans of the teacher but in the experiences of
the learner.
Other Definitions
Curriculum- the total effort of the school to bring about desired outcomes in school and
out of school situations
A sequence of potential experiences set up in school for the purpose of disciplining
children and youth in group ways of thinking and acting
TYPES OF CURRICULUMS
• Recommended Curriculum
is the ideal curriculum. It recommends "basic academic competencies", and spells out
the "basic academic subjects.'
• Written Curriculum
embodied in your districts or school documents. It is the official curriculum of the school
organization.
• Taught Curriculum
is what the teachers actually teach in the classroom. It is the curriculum that you can
observe if you could sit there every day of the year,
• Tested Curriculum
is what you see when you look at unit tests and final examinations. It is the measured
curriculum
• Support Curriculum
is the resources you provide the curriculum- the staff, the time, the texts, the space, the
training.
Curriculum Planning
process whereby these arrangements of curriculum plans or learning opportunities are
created. It is the process of preparing for the duties of teaching, deciding upon goals
and emphases, determining curriculum content, selecting learning resources and
classroom procedures, evaluating progress, and looking toward the next steps.
Curriculum Development
process selecting, organizing, executing and, evaluating learning experiences on the
basis of the needs, abilities, and interests of learners and the nature of the society or
community. (Profiling your (students)
3. ELEMENTS THAT COMPOSE A CURRICULUM:
1. A statement of aims and of specific
objectives
2. Some selection and organization of
content
3. Certain patterns of teaching and learning
4. A program of evaluation of the outcomes
FACTORS TO BE CONSIDERED IN CURRICULUM DEVELOPMENT:
The nature of the society (cultural heritage, the needs and demands as well as the
economic, social, political, cultural, moral and other problems of the people)
2. The interests, needs, previous experiences, and problems of the learners
3. Educational and psychological principles based on the findings of scientific studies
and experimentation
BASES OF THE CURRICULUM
1. Social Forces (Sociology as contributing discipline)
• Social goals
• Cultural uniformity and diversity
• Social change
• Future planning
• Concepts of culture
2. Human Development (Psychology as contributing discipline)
• Needs and interests of learners, individual differences, age differences
3. Nature of Laming (Psychology as contributing discipline)
• Theories of learning
• Principles of learning
• Knowledge of appropriate/various strategies for teaching
4. Nature of Knowledge (Philosophy as contributing discipline)
• What knowledge is most worth it?
• How to should knowledge is organized?
• How does beamer seek meaning?
• How does the learning process information?
APPROACHES TO CURRICULUM DESIGN
1. The Subject-Centered Curriculum - is organized on the basis of separate and distinct
subjects each of which embodies a body of knowledge of skills.
2. The Child-Centered Curriculum - the child is the center of the educational process
and the curriculum should be built upon the interest abilities, purposes, and needs.
3. The Problem-Centered Curriculum - attempts to guide children in the. recognition of
problems and seeking solutions
TYLER'S CURRICULUM RATIONALE
1. What educational purposes should the school seek to attain?
2 What an educational experience.si 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 purposed are being attained?
4. HILDA TABA'S LINEAR MODEL
1. Diagnosis of learner's needs and expectation of larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the means of doing it.
THE 2002 BASIC EDUCATION CURRICULUM (BEC)
Why restructures the curriculum? A little bit of history-
• National Elementary School Curriculum (NESC)- implemented from 1984 to 2002
• New Secondary Education Curriculum-implemented from 1991-2002
• Before the NESC and the NES were developed, the DECS reviewed these
studies and research that revealed that our elementary students performed
poorly, especially in the (3R'S)
• Presidential Commission to Study Philippine Education (PCSPE) - 1970
• Survey of the Outcomes of Elementary education (SOUTELE) - 1975
• Experimental Elementary Education Program (EEEP) – 1978
COMPARISON OF 2002 BEC and K to 12 EDUCATION STRUCTURE
The Enhanced Basic Education Act of 2013 or Republic Act No_10533, was signed
on May 15, 2013
"The K to 12 Program/curriculum covers Kindergarten and 12 years of basic education
- six years of primary education
- four years of Junior High School
- two years of Senior High School (SHS)
5. K TO 12 CONCERNS
• Universal Kindergarten began in SY2011-2012
• The enhanced curriculum for Grade 1 and Grade 7 (1st Year Junior High School)
was rolled out this SY 2012-2013 and will be progressively introduced in the other
grade levels in succeeding school years.
• Grade 11 will be introduced in SY 2016-2017 and Grade 12 in SY 2017-2018.
• The first batch of high school students to go through K to 12 will graduate in March
2018.
•
Salient Features of K to 12
1. Ensuring Integrated and Seamless Learning (Spiral Progression)
Subjects are taught from the simplest concepts to, more-complicated concepts through
grade levels in spiral progression. As early as elementary, students gain knowledge in
areas such as Biology, Geometry, Earth science, Chemistry, and Algebra. This ensures
mastery of knowledge and skills after each level.
2. Strengthening Early Childhood Education (Universal Kindergarten)
Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old children start schooling and are given the means to slowly
adjust to formal education.
• The early years of a human being, from O to 6 years, are the most critical period
when the brain grows to at least 60-70 percent of adult size.
• In kindergarten, students learn the alphabet, numbers, shapes, and colors
through games, songs, and dances, in their (Mother Tongue)
3. Making the Curriculum Relevant to Learners (Contextualization and
Enhancement
• Examples, activities, songs, poems, stories, and illustrations are based on local
culture, history, and reality. This makes the lessons relevant to the learners and
easy to understand.
• Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects
• Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects
• Discussions on issues such as Disaster Risk Reduction (IRR)., Climate Change
Adaptation, and Information & Communication Technology (ICI) are included in
the enhanced curriculum.
6. 4. Building Proficiency through Language
• Students are able to learn best through their first language, their Mother Tongue
(MT).
• Other local languages will be added in succeeding school years.
• Aside from the Mother Tongue, English and Filipino are taught as subjects
starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and
Filipino are gradually introduced as languages of instruction. Both will become
primary languages of instruction in Junior High School (JHS) and Senior High
School (SHS).
• After Grade 1, every student can read in his or her Mother Tongue. Learning in
Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.
Mother Tongue - the child's home language, also, first language
L1- first language learned at home
L2 - second language; language/s learned after L1
Mother Tongue-Based Multilingual Education (MTB-MLE) is education, formal or
non-formal, in which the learner's mother tongue and additional languages are used in
the classroom. Learners begin their education in the language they understand best -
their mother tongue and develop a strong foundation in their mother language before
adding additional languages.
5. Gearing up for the Future (Senior High School)
Senior High School is two years of specialized upper secondary education; students
may choose a specialization based on aptitude, interests, and school capacity.
7. CORE CURRICULUM
Seven Learning Areas under the Core Curriculum: Language, Literature,
Communication, Mathematics, Philosophy, Natural Sciences, Social Sciences
TRACKS
Each student in Senior High School can choose among three tracks:
1 Academic
2 Technical-Vocational-Livelihood
3. Sports
4. Arts and Design
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL
CERTIFICATE
• After finishing Grade 10, a student can obtain Certificates of Competency (COC)
or a National Certificate Level I (NC 1).
• After finishing a Technical-Vocational-Livelihood track in Grade 12, a student
may obtain a National Certificate Level I (NC 1I) provided he/she passes the
competency-based assessment of the Technical Education and Skills
Development Authority (TESDA).
• NC 1 and NC Il improves employability of graduates in fields like Agriculture,
Electronics, & Trade.
6. NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY SKILLS)
After going through kindergarten, the enhanced Elementary and Junior High curriculum,
and a specialized Senior High program, every K to 12 graduates will be ready to go into
different paths – may it be further education, employment, or entrepreneur.
CURRICULUM STANDARDS
Refer to how well the students must perform at what kinds of tasks, based on what
content, to be considered proficient or effective
• Content Standards identify and set the essential knowledge and understanding
that should be learned. They cover a specified scope of sequential topics within
each learning strand, domain, theme, or component. Content Standards answer
the question: "What should learners know?)
8. • Performance Standards describe the abilities and skills that learners are
expected to demonstrate in relation to the content standards and integration of
21s century skills.
• Learning Competencies refer to the knowledge, understanding, skills, and
attitudes that students need to demonstrate in every lesson and/or learning
activity,
K to 12 Assessment: DepEd Order No. 8s. 2015 (April 1, 2015)
Policy Guidelines on Classroom Assessment
• Formative Assessment - seen as “assessment for learning” so teachers can
make adjustments in their instruction and refers to the ongoing forms of
assessment intended to help students identify strengths and weaknesses
(UNESCO Program on Teaching and Learning for a Sustainable Future)
• Summative Assessment - seen as “assessment of learning” which occurs at the
end of a particular unit or period of learning. This measures whether learners
have met the content and performance standards. - ex: midterm
From KPUP
• Knowledge
• Process
• Understanding
• Product
New Grading Components
• Written Work (WW)
• Performance Task (PT)
• Quarterly Assessment (QA)
• Assessment AS learning - refers to the learners' own assessment of his/her
level of attainment of learning outcomes. This is personal, reflective, and
metacognitive in nature.
