What does Expanding Spiral Progression Approach to K-12 curriculum imply?

How

will Curriculum Localization be conducted?

MTBMLE as part of the Localization of the curriculum: what do teachers need to know? Tapping indigenous and local knowledge as means to master the National standards ? Use of local resources

 How

do teachers tailor co-curricular activities and community involvement program to student and community needs? How will assessment of learning be done to meet standards? How will the attitude of teachers and other stakeholders to the K-12 curriculum be negotiated to successfully implement K-12?

These changes in the official curriculum would translate into modifications in the basic educations pedagogical philosophy and that includes the teachers philosophy of teaching in the basic education level, which would have significant bearing in identifying the required pedagogical content knowledge (pck) and in the teachers choice of appropriate pedagogical approach and techniques that are expected to be in harmony with the curricular changes being implemented.

It is therefore highly imperative for implementers of the curriculum to deliberately understand that effectiveness in teaching and more so in learning would be a matter of establishing a direct relationship between curriculum and instruction. They are expected to have a full grasp and understanding of the various aspects and dimensions of the curriculum upon which all sorts of instructional practices, modalities and the like should be and must be anchored.

With all these developments in the Basic Education Sector of our educational system, indeed, much is expected from all the stakeholders, from the curriculum developers to curriculum implementers to ensure that all these will fall into place and achieve the very ends.