Competencies:

Apply appropriate approaches to

lesson planning and curriculum
development (6%)
Align curriculum components to
instruction and assessment (5%)
Distinguish the roles of stakeholders
(students,
teachers,
employers,
parents, and community) in the
delivery of curriculum (1%)

CURRICULUM DEVELOPMENT
(PHILIPPINE CONTEXT)

Galileo C. Alesna
Suarez Review Center
Region IX, Philippines

Curriculum: Concepts,
Nature and Purposes
FUNDAMENTAL CONCEPTS IN
CURRICULUM
FOUNDATIONS OF CURRICULUM
TYPES AND PATTERNS OF
CURRICULUM
ROLE OF STAKEHOLDERS IN
CURRICULUM DEVELOPMENT
CURRICULUM PROCESS
CURRICULUM ALIGNMENT
CURRICULUM INNOVATION

FUNDAMENTAL CONCEPTS
IN CURRICULUM

Basic Concepts of Curriculum

Definition of the CURRICULUM.
Curriculum is derived from the Latin word

currere which means to run. Based on the

definition, Pinar (1974) highlighted the term to
run which for the term means to live an
experience. Indeed, for many students, the
school curriculum is a race to be run, a series of
obstacles or hurdles to be passed.

It is the what of teaching.

It is considered as a dynamic process.

CURRICULUM MAY ACTUALLY BE

DEFINED IN TWO WAYS:
PRESCRIPTIVE AND DESCRIPTIVE
Prescriptive definitions- provides with what
ought to happen, and are more often than not
take the form of a plan, an intended program, or
some kind of expert opinion about what needs to
take place in the course of study (Ellis, 2004).
Descriptive definition- they force thought about
curriculum, not merely in terms of how things
ought to bebut how things are in real classrooms
(Ellis, 2004). Another term that could be used to
define the descriptive curriculum is experience.
The experienced curriculum provides glimpses of
the curriculum in action.

Tylers model shows that in curriculum

development, the following consideration
should be made:
What re the purposes of the school?
What educational experiences are related to
the purposes?
How was the experiences organized? And
What is the result of the evaluation of the
experiences?

FOUNDATIONS OF
CURRICULUM

Different Points of View

of the Curriculum
Prescriptive definitions- provides with what
ought to happen, and are more often than not
take the form of a plan, an intended program, or
some kind of expert opinion about what needs to
take place in the course of study (Ellis, 2004).
Descriptive definition- they force thought about
curriculum, not merely in terms of how things
ought to bebut how things are in real classrooms
(Ellis, 2004). Another term that could be used to
define the descriptive curriculum is experience.
The experienced curriculum provides glimpses of
the curriculum in action.

MAJOR FOUNDATIONS
OF CURRICULUM
The curriculum in order to be effective should be
based on the following foundation:
Sociological and cultural
Philosophical
Historical
Psychological
The curriculum needs to be securely established in
sociological and cultural, philosophical, historical and
psychological bases for all-around development of the
leaner.

Sociological and Cultural

Foundations
Society and culture relate to curriculum in the
sense that they are part of the bases and sources
of many curriculum matters and decisions.
Whatever changes there are in them, education
in general and curriculum in particular are
affected.
The societal changes/forces affect school, and
hence, the curriculum: these forces include:

Cultural tradition
Textbooks
Laws
Moral values

 It should be based on research and able to

address multi-cultural concerns, poverty and the
adaption of technology
May be a basis for curricular
changes/improvement, upon which curriculum
should be based

 The school influences society through its traditional, but

important purpose, which is the development among
learners of the following:

Citizenship - teaching of cultural heritage,

desire to protect and improve society,
development of desirable values
Intellectualism - essential to having an
improved/developed national economy
Vocational Preparation - developing group
oriented, problem solving, abstraction skills
among learners

Philosophical Foundations
Philosophy gives direction to curriculum in terms of its
goals and objectives;
The schools underlying beliefs and values have impact
on curriculum content and choice of appropriate
instructional strategies and learning activities in
implementing the curriculum.

Philosophical beliefs that under

grid the curricula of schools:

Basic Philosophical
System
Idealism (Plato)

Realism (Aristotle)

Pragmatism ( Dewey,
Rousseau, W. James)

Perennialism

Existentialism

Essentialism
Reconstructionism

Fundamental
idea(s)

Curricular implications

Importance of mind and

spirit and of developing
them in the learner
Reality is in the ideas
independent of sense and
experience
Truth can be tested/proven
Knowledge is derived from
sense experience

Subject matter/content focused on believing that this is essential to

mental and oral development

The world is world of

change; man can know
anything within his
experience
Belief in learning by doing
human being are rational
and their existence remain
the same throughout
differing environments
Reality is a matter of
individual existence

Provisions for direct experiences

Activity /learner-centered
Basis- problem of democratic society

Curriculum is a subject-centered organized from simple to complex

and stressing to mastery of fact and devt of process and objective
skills and focused to Science and Math

Subject matters consist of perennial basic education of rational

men: history, language, math, logic, science, arts.
Curriculum stresses activity
Recognition of individual differences
Opportunities for making choice

Focus on conscious
awareness of choice
There are certain ideas that Curriculum focused on assimilation of prescribed basic matter
men should know for social 3Rs, History, science math
stability
School are the chief means Curriculum should include subject that deal with social and cultural
crises
for building new social
order

Historical Foundations of
Curriculum Development
It refers the educational focus
prevalent during a particular period
or event in Philippine history.
The focus could be made basis or
model curriculum development of
recent years.

Period
1. Pre-Spanish

Characteristics

Curricular Focus
Broad/not written
Reading and writing-study of
Koran

2. Spanish

Practical training satisfy

basic needs and to transmit
social ideas, beliefs and
traditions
Learning of the Christian Doctrine

3. American

Public school system

3Rs
GMRC
Hygiene and sanitation
English instruction

4. Commonwealth

Devt of moral character

Personal discipline
Vocational efficiency

5. Japanese

Prosperity sphere educational

objective

Filipino as medium
Elementary (6 years) age 7
Double single sessions
Filipino subject introduced
Diffusion of elementary education
Promotion of vocational education
Termination of the use of English
as medium of instruction

Third Republic

Parochial Schools /Vernacular

1935.situation

1. New society

National devt goals

Manpower training
High level profession
Self-actualization

2. Fourth Republic

Right of all citizen to quality

education

Bilingual Education Policy

Devt of moral character, selfdiscipline, scientific efficiency
Love of country
Good citizenship
Teaching of values
Emphasis on the basic in the new
elementary and secondary schools
curriculum

Psychological Foundations
Essentials of psychology to education
How do we learn (and think)?
Why do students respond to teaching?
And why do they respond differently?

Psychology Curriculum
basis of understanding John Dewey
a screen Ralp Tyler
modes of thinking Jerome Bruner
Unifying elements of the learning process.
It forms the basis for the methods,
materials, and activity of learning serves
. . . for many curriculum decision

TYPES AND PATTERNS

OF CURRICULUM

Two models of curriculum

development & concepts
1. Ralph Tyler Model: Tylers rationale
four basic principles.
What educational purposes should the
school seek to attain?
What educational experiences can be
provided that is likely to attain these
purposes?
How can these educational experiences be
effectively organized?
How can we determine whether these
purposes are being attained or not?

Two models of curriculum

development & concepts
2. Hilda Taba Model: Grassroots
approach
She improved Tylers Rationale by making a
linear model. She believed that teachers
who teach or implement the curriculum
should participate in developing it? Her
advocacy was commonly called the
grassroots approach

The following are the seven major steps

which she presented where teacher could
have a major input:
Diagnosis of learners needs and expectations of the
larger society
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Determinations of what to evaluate and the means of
doing it.

Three Interacting Processes

in Curriculum Development:

1.Planning
2.Implementing
3.Evaluating

Allan Glatthorns types of

Curriculum Operating in schools
1. Recommended curriculum is the
curriculum that is proposed by individual
scholars, professional associations, and reform
commissions: it also encompasses the
curriculum requirements of policy-making
group, such as federal and state governments.
It is a curriculum that stresses oughtness,
identifying the skill and concepts that ought to
be emphasized, according to the perception
and value systems for the sources.

Allan Glatthorns types of

Curriculum Operating in schools
2. Written curriculum it appears in school,
district, division or country documents. The
written curriculum seems intended primarily to
ensure that the educational goals of the system
are being accomplished; it is curriculum of
control.
3. Taught curriculum it is the delivered
curriculum, a curriculum that an observer
would see in action as the teacher taught.

Allan Glatthorns types of

Curriculum Operating in schools
4. Supported curriculum it is the curriculum
as reflected in and shaped by the resources
allocated to support or deliver the curriculum.
It includes materials resources that support
and help in the implementation of the written
curriculum such as textbook, computers,
audio-visual materials, laboratory equipment,
playgrounds, zoos, and other facilities.

Allan Glatthorns types of

Curriculum Operating in schools
5. Assessed/tested curriculum this refers to
tested or evaluated curriculum. It is the set of
learning that are assessed in teacher-made
classroom test, in district developed
curriculum-referenced test, and in standardized
test. Assessment tools like pencil-and-paper
test, authentic instrument like portfolio are
being utilized.

Allan Glatthorns types of

Curriculum Operating in schools
6. Learned curriculum the tern learned
curriculum is used hereto denote all the
changes in values, perceptions, and behavior
that occur as a result of school experiences. It
usually includes what the student understands,
learns, and retains from both the intentional
curriculum and the hidden curriculum. In short,
it refers to the learning outcomes achieved by
the students, these are indicated by the result
of tests and changes in behavior which can
either be cognitive, affective, or psychomotor.

Allan Glatthorns types of

Curriculum Operating in schools
7. Hidden curriculum the hidden curriculum,

which is sometimes called the unstudied

curriculum or the implicit curriculum might best
be define as those aspects of schooling, other than
the intentional curriculum that seem to produce
changes in student values; perceptions, and
behavior. Or in a more specific way, it is the
unintended curriculum which is not deliberately
planned but may modify behavior or influence
outcomes. It is made up of peer influence, social
environment, physical condition, teacher-learner
interaction, mood of the teacher and many other
factors.

ROLE OF STAKEHOLDERS IN
CURRICULUM DEVELOPMENT

The role of the stakeholders

in the curriculum
Stakeholders are individuals or institutions
that are interested in the school curriculum
Their interest vary in degrees and
complexity
They get involved in many ways in the
implementation, because the curriculum
affects them directly or indirectly
These stakeholders shape the school
curriculum implementation

 Learners at the Center of the curriculum

Teachers as curriculum developers and
implementers
Curriculum managers and
administrators
Parents as supporters to the curriculum
Community members as curriculum
resources
Other stake holders in curriculum
implementation

Characteristics of an effective
curriculum
Curriculum objective should be concise
and understandable
Curriculum objective should integrate
and apply certain knowledge, skills and
attitude.
o Durable- useful to student to
considerable period of his lifetime
o Significant- has a major effect upon how
the student will function
o Transferable- used in meeting needs

Evaluating the Curriculum

Herrick (1962) identifies the roles that can be assumed
by persons involved in curriculum assessment:

The doer- child, teacher, or person whose behavior is being

evaluated
The observer- person who is looking at what the learner is
doing
The judge- person who is taking the results of observations
and judging their value and adequacy.
The actor- the individual who acts on the results of the
evaluation

Measuring Devices in Assessment

Paper-pencil test
Observation

Analysis of projects
Unobtrusive measure

Self-Evaluation

There are two types of assessment (Scrivens, 1967)

Formative Evaluation - the purpose is to provide the
developer with useful information for on-going
adjustments during the program.

Formal/informal-used during period of instruction

Embedded tests- as part of instructions strategies
Use of data- diagnose and remedial actions by teachers to
monitor their instruction

Summative Evaluation- the purpose is making the

summary or judgment on the quality or adequacy of a
course (Nation, 1996).

Presented in a report
Use of date- to determine if students have mastered the
preceding instruction
To reveal whether or not pre-specified learning outcomes
have been achieved
To revise program and methods of subsequent groups.

CURRICULUM PROCESS

Designing the Curriculum

Principles of Curriculum Design

A curriculum includes

Values

Formal and Informal

Overt and Covert
Recognized and Overlooked
Intentional and Unintentional
which influences curriculum design are those of:

The
The
The
The

curriculum designers
teachers
learners
society in which it is delivered

Planned
Delivered

Experienced

Three levels of the Curriculum:

What
What
What
What

is
is
is
is

intended by designer (objectives)

organized by institution (philosophy)
taught by teachers (content)
learned by student (goals)

Curriculum Approaches
Subject Centered

Child is the center of the education process and the curriculum should be built
upon interests, abilities, purposes, and needs.
A framework in which the child is guided toward maturity within the context of
the social group. It assumes that in the process of living, children experienced
problem.

Behavioral Approach

Goals and objectives are specified, contents and activities are also arranged to
match the learning objectives.
Learning outcomes are evaluated in terms of goals and objectives set at the
beginning Started with Frederick Taylor aimed to achieve efficiency.
Begins with educational plans that start with the setting of goals or objective.

Managerial Approach

The principal is the leader/instructional leader who is also a general manager

The general manager sets the policies and priorities, establish direction, plan and
organize curriculum instruction.
School administrators are less concerned about the content than about
organization and implementation.
Curriculum managers look at curriculum changes and innovations as they
administer the resources and restructure the schools.

Systems Approach

Administration
Counseling
Curriculum
Instruction
Evaluation

Humanistic Approach

Child-centered movement
Formal or planned curriculum and informal or hidden curriculum
Whole child believes that in curriculum the total development of
individual is the prime consideration.
The learner is the center of the curriculum.

Role of curriculum supervisor

Help develops the schools education goal
Plan curriculum with students, parents, teachers and
other stakeholders
Design programs of the study by grade levels
Plan or schedule classes or school calendar
Prepare curriculum guides or teacher guides by grade
level or subject area
Help in the evaluation and selection of textbooks
Observe teachers
Assist teachers in the implementation of the curriculum
Encourage curriculum innovation and change
Develop standard for curriculum and instructional
evaluation

People who are involved

Internal
o Teachers
o Students
o Administration
o DepEd/CHED/TESDA
External
o Alumni
o Parents
o Professional organization
o Business organization

CURRICULUM MODELS
1. Subject-Centered Curriculum

Subject Design
Discipline Design
Correlation Design
Board filed design/interdisciplinary

2. Learner-Centered Curriculum
3. Problem-Centered Curriculum
Life situation design
Core design

The six features of the

curriculum
1.Teachers
2.Students or learners
3.Knowledge, skills and attitudes
4.Strategy and methods
5.Community
6.School performance

CURRICULUM ALIGNMENT

Major Theories of Learning

1. behaviorism stimulus and reinforces
2. cognitivism mental operation
3. humanistic psychology whole child ( social,
psychology, and cognitive development)
1. Behaviorism

connectionism (Thorndike)

laws of learning (learning connection)

law of readiness, law of exercise, law of effect

specific stimuli and specific response

Tyler generalized view of learning

Bobbitt and Charters specific habits to be acquired
Taba problem-solving and inquiry-discover
Bruner learning how to learn

influences

Classical conditioning ( Pavlov )

Stimuli association (bell and food)
Key to learning is to condition the child in early years of life to
train them what you want them to be
Operant Conditioning ( skinner )
Elicited responses definite stimulus
Emitted responses - unrelated identifiable stimulus
Key to learning operant behavior where the role of stimuli is less
definite (emitted); reinforcement (positive and negative)
Lead to acquisition of new operant leading to behavior modification
Observational learning and modeling (bandura)
People learn through observation and modeling
Key to learning through models, learner can learn how to
perform at sophisticated levels of performance

Hierarchical learning ( Gagne )

The behavior are based on prerequisite conditions.
8 types of learning: signal learning, stimulus response,
motor chains, verbal associations, multiple discrimination,
concepts, rules, and problem solving.
Key to learning - cumulative process of learning: learning
outcomes can be measured
Behaviorism and curriculum
Curriculum should be organized so students experience
success in master the subject matter
Behaviorist are very prescriptive and diagnostic in their
approach
Rely on step-by-step structured methods for learning
Behaviorist in curriculum includes careful analyzing and
sequencing of the learners needs and behaviors.

2. Cognitivism
Theories of Jean Piaget

Describes cognitive development in terms of stages from

birth to maturity;
Cognitive Stages of Development
Sensorimotor stage (0-2)
Preoperational stage (2-7)
Concrete stage (7-11)
Formal operation (11-ownwards);
Key to learning assimilation (incorporation of new
experience), accommodation (learning modification and
adaptation) and equilibration (balance between previous
and later learning)

Influence

Tylers method:
1. Continuity Vertical curriculum
2. Sequence Spiral curriculum of which past
experience builds upon the preceding one
3. Integration Horizontal curriculum

Taba - curriculum strategies for learning (Based

on assimilation, accommodation and equilibration)
Bruner acquisition, transformation and
evaluation
Kohlberg preconventional (no sense of right or
wrong), conventional (concerned about what
people think), postconventional (morality is based
on what other people feel)

 Theory of Lev Vygotsky

Zone of Proximal Development

Cultural transmission and development
Children could, as a result of their interaction with
society, actually perform certain cognitive actions
prior to arriving at developmental stage
Learning precedes development
Sociocultural development theory
Key to learning
Pedagogy creates learning process that lead to
development
Child is an active agent in his or her educational
process

Thinking and Learning Theories

Gardners multiple intelligences

Learning styles: Myth

Golemans emotional intelligence. Emotion contain the
power top affect action.

Constructivism (Vygotsky)

Individual as the active person in the process of thinking,

learning and coming to know
Learner is the key player
Key to learning

The learner constructs understanding from the inside, not from

an external source.
Learners must make knowledge personally relevant
Individual must construct own knowledge make meaning

 Other Problem Solving and Thinking Theories

Reflective thinking (Dewey)

Critical thinking (Ennis, Lipman and Sternberg)
Creative thinking (Fromm, Sternberg, Picasso, Dylan)
Intuitive thinking (Bruner)
Discover Learning (Phenix, Bruner, Taba)

Why use cognitivism in curriculum making?

Cognitive approach constitutes a logical method for
organizing and interpreting learning
Rooted in the traditional of subject matter
Educators been trained in cognitive approaches
Schools are the place for cognitive learning
Students should not afraid to ask, not afraid of being
wrong, not afraid of not please teacher, and not afraid if
taking risk and playing with ideas.

Cognitivism and Curriculum

3. Phenomenology/Humanistic Psychology
Gestalt Theory

Learning is explained in terms of wholeness of the

problem
Human beings do not respond to isolated stimuli bit an
organization or pattern of stimuli.
Key to learning:
Learning is complex and abstract
Learner analyzes the problem, discriminates between
essential and nonessential data, and perceive
relationships
Learners will perceive something in relation to the whole.
What/how they perceive its related to their previous
experiences.

 Self-Actualization Theory (Maslow)

Classic theory of human needs

A child whose basic needs are not met will not be interested in
acquiring knowledge of the world
Put importance in human emotions, based on love and trust
Key to learning produce a healthy and happy learner who
can accomplish, grow and actualize his or her human self

Nondirective and Therapeutic Learning (Rogers)

Established counseling procedures and methods for facilitating

learning
Childrens perceptions, which are highly individualistic,
influence in their learning behavior in class
Key to learning Curriculum concerns with process, not
product; personal needs, not subject matter, psychological
meaning, not cognitive scores.

Phenomenology/Humanistic Psychology and Curriculum

Motivation and Achievement

Self-esteem and self-concept must be recognized as essential factors

Affective needs are more important than cognitive needs
Support and nurture

The concept of Freedom

Freedoms permits learner to probe, explore and deepen understanding

Enhance learning opportunities and alternatives

In search Curriculum

Learners draw on experiences, subject matter, and intellectual skills to

attain full potential
Affection is measured thorough testimonials
Curriculum that enhance the self-actualizing and self-determining
learning process

Domains that affect learning process

Psychomotor
Cognitive
Affective
Components of the Curriculum
Curriculum has an important role in an
educational system. It is somehow a blueprint
which leads the teacher and the learner to reach
the desired objectives. As a result, authorities
have to design in such a way that it could lead
the teacher and the learner meet the desired
learning outcomes.

These four components of the

curriculum are essential. These are
interrelated to each other. Each of these
has a connection to one another.
The four components of Curriculum
are:
1.
2.
3.
4.

Curriculum
Curriculum
Curriculum
Curriculum

Aims, Goals and Objectives

Content or Subject Matter
Experience
Evaluation

1. Curriculum Aims, Goal and Objectives

Tries to capture what goals are to be achieved, the
vision, the philosophy, the mission statement and
objectives
It clearly defines the purpose and what the
curriculum is to be acted upon and try what to derive
at
Education is purposeful
It is concerned with outcomes that are expressed at
several levels:

AIMS- the most general

GOALS- reflect the purpose with some outcomes in mind
OBJECTIVES- reflect the most specific level of educational
outcomes

2. CURRICULUM CONTENT OR SUBJECT MATTER

Contains information to be learned in school

An element or medium through which the objectives are accomplished
A primordial concern of formal education is primarily to transmit organized
knowledge in distilled form to a new generation of young learners
The traditional sources of what is taught and learned in school is precisely
the foundation of knowledge, therefore, the sciences and humanities
provide the basis of selecting the content of school learning
In organizing the learning contents, balance, articulation, sequence,
integration, and continuity form a sound content
Content must take account of the environment in which the course will be
used, the needs of the learner, and principles of teaching and learning.
(Nation, 1996)
Contents of the Curriculum should consider the following:

Learner
Teachers
Situation

Needs
Lacks
Wants
Necessities

3.

Curriculum Experiences

Curriculum experience together with the different instructional strategies

and methods are the core of the curriculum.
These instructional strategies and methods will put into action the goals and
use of the content in order to produce an outcome.
These would convert the written curriculum to instruction.
Mastery is the function of the teacher direction and student activity with the
teacher supervision
Curriculum experienced simply means the extension of the normal activities
of daily life into direct instructional situations. (Johnson, 1938)
Curriculum encompasses the entire scope of formative deed and experience
occurring in and out of school, and not only experiences occurring in
school; experiences that are unplanned and undirected, and experiences
intentionally directed for the purposeful formation of adult members of
society. (Bobbit, 1918)
Quality and nature of the learning experience in developing attributes and
capabilities and in achieving active engagement, motivation and depth of
learning.
The totality of experiences which are planned for children and young
people, including the ethos and life of the school and interdisciplinary
studies as well as learning within curriculum areas and subjects.

4. Curriculum Evaluation

An element of an effective curriculum

Identifies the quality, effectiveness of the program, process and product of
the curriculum
Tyler (1949) defines assessment as essentially the process of
determining to what extent of educational objectives are actually being
realized by the program of curriculum and instruction
Tyler suggested 4 fundamental questions in connection with any
curriculum:

1.
2.
3.
4.

What educational purposes should the school seek to obtain?

What educational experiences can be provided that are likely to attain these
purposes?
How can these educational experiences be effectively organized?
How can we determine whether these purposes are?

Assessment sets to ascertain students achievement and to identify the

quality and quantity of the curriculum/syllabus.
It is concerned with deciding on the value or the purpose of a learning
process and the effectiveness with which it is being carried out.
Concern with preparing adequate and efficient measuring devices for
evaluating purposes.
Evaluation is the process in which a decision is made on how well the
students have done to whatever they were trying to do (Beane, 2004)

SUMMARY
The components of a curriculum are
distinct but interrelated to each other
These four components should be
always present in a curriculum
These are the essential items to have
an effective curriculum

 In a Curriculum, evaluation is
important so one could assess
whether the objectives and aims have
been meet or if not, he could employ
another strategy which will easily
work out.
Curriculum experience could not be
effective if the content is not clearly
defined.

 The aims, goals and directions serve as the

anchor of the learning journey, the content
or subject matter serves as the meat of the
educational journey
Curriculum experience serves as the handson exposure to the real spectrum of
learning
The curriculum evaluation serves as the
barometer as to how far had the learners
understood on the educational journey.

CURRICULUM INNOVATION

CURRICULUM INNOVATION
Local and National Curricular Innovations:

1. The 2002 Basic Education Curriculum

(BEC)

2. Third Elementary Education Program

(TEEP)

3. Secondary Education Development

and Improvement Program (SEDIP)

Local and National Curricular Innovations:

4. The New Teacher Education

Curriculum for BEEd and BSEd

5. The Ladderized Curriculum for

Bachelor of Technical Teacher
Education (BTTE)

6. Understanding by Design (UbD)Based Curriculum

Local and National Curricular Innovations:

7. K-12 Basic Education Curriculum

Republic Act 10533 (May 15, 2013)
The Enhanced Basic Education Act of 2013

K-12 Basic Education Curriculum

The Overall Goal of the K to 12 Curriculum

The holistic development of every

Filipino learner, with 21st-century

skills to be adequately prepared for
work, entrepreneurship, middlelevel skills development and higher
education.

K-12 Basic Education Curriculum

Structure of the K to 12 Curriculum

Kindergarten + (6) six years

primary education + (4) four years

of junior high school + (2) two
years senior high school

Salient Features of the K-12

Curriculum
Strengthening Early Childhood
Education (Universal Kindergarten)
Making the Curriculum Relevant to
the Learners (Contextualization and
Enhancement)
Ensuring Integrated and Seamless
Learning (Spiral Progression)

Salient Features of the K-12

Curriculum contd
Building Proficiency Through
Language (Mother Tongue-Based
Multilingual Education)
Gearing Up for the Future (Senior
High School)
Nurturing the Holistically Developed
(College and Livelihood Readiness,
21st Century Skills)

K to 12 Model as developed by DepEd

Phases of Implementation
Universal Kindergarten offered starting SY 2011-2012
DepEd began unclogging the basic education
curriculum in SY 2012-2013
The enhanced 12 year curriculum was implemented
starting with incoming Grade 1 students of SY 20122013
Incoming freshmen last SY 2012-2013 was the first
beneficiary of a free Senior High School education
that was made available by DepEd in public schools
beginning SY 2016-2017
Electives to be offered in Senior HS (arts, music,
tech-vocational, etc.)

CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum.
These are Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social
Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.
TRACKS
Each student in Senior High School can choose among three
tracks: Academic; Sports; Arts and Design; and
Technical-Vocational-Livelihood. The Academic track
includes three strands: ACCOUNTANCY, BUSINESS AND
MANAGEMENT (ABM) STRAND; HUMANITIES AND SOCIAL
SCIENCES STRAND (HUMSS); SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS (STEM) STRAND; and
GENERAL ACADEMIC STRAND.
Students undergo immersion, which may include earn-whileyou-learn opportunities, to provide them relevant exposure
and actual experience in their chosen track.

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
I). After finishing a Technical-Vocational-Livelihood track in
Grade 12, a student may obtain a National Certificate
Level II (NC II), provided he/she passes the competencybased assessment of the Technical Education and Skills
Development Authority (TESDA).
NC I and NC II improves employability of graduates in
fields like Agriculture, Electronics, and Trade.

AIMS of the K-12 Curriculum

Every graduate will be equipped with:

Information, media and technology skills,
Learning and innovation skills,
Effective communication skills, and
Life and career skills.

THE 21ST CENTURY TRENDS

IN PHILIPPINE EDUCATION
Relevance and Responsiveness:
Industry-Academe Linkages
Benefits from Industry-University
Collaboration

1. For Students ensure workplace

orientation and opportunity to apply

their skills, knowledge and proper
work attitudes; opportunities to
enhance employability.

Industry-Academe Linkages
Benefits from Industry-University
Collaboration contd

2. For Industry prospective workers

are developed according to the
companies specifications.

Industry-Academe Linkages
Benefits from Industry-University
Collaboration contd

3. For the University reduced need for

sophisticated equipment and
facilities; responsiveness to industry
needs and better employment for
graduates

Efficiency and Effectiveness:

Pres. Aquinos 10 Ways to Fix Philippine
Education

1. 12-Year Basic Education Cycle

2. Universal Pres-Schooling for All
3. Madaris Education as a Sub-system
within the Education System

Pres. Aquinos 10 Ways to Fix Philippine

Education contd

4. Technical Vocational Education as an

Alternative Stream in Senior High
School

5. Every Child a Reader by Grade 1

6. Science and Mathematics Proficiency
7. Assistance to private schools as
essential Partners in Basic Education

Pres. Aquinos 10 Ways to Fix Philippine

Education contd

8. Medium of Instruction Rationalized

9. Quality Textbooks

10.Covenant with Local Government to

build more schools

Access and Equity in Education:

Legal Bases on the Access Equity of
Education in the Philippines

The 1987 Philippine Constitution

(Section 1, Article IV) The state

shall 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.

Legal Bases on the Access Equity of

Education in the Philippines contd

RA 9155 (Governance of Basic

Education Act of 2001) Renaming

DECS to DepEd and reiterating the
constitutional mandate. Establish
free a compulsory public education
at the elementary and high school
level education.

Legal Bases on the Access Equity of

Education in the Philippines contd

RA 6655 (The Free Secondary

Education Act) providing free four

years of secondary schooling for
those ages 12 to 15 in the public
schools.

Alternative Modes of Learning / Acquiring

Qualification

Ladderized Education Program (LEP)

Expanded Tertiary Education

Equivalency and Accreditation

Program (ETEEAP)

Ladderized Model Curricula

Distance Education Learning

Accreditation: Enhancing the Quality of

Education
Accreditation is a component of selfregulation which focuses on self-study
and evaluation and on the continuing
improvement of educational quality. It
is both a process (form of peer review)
and a result (form of certification
granted by recognized and authorized
accrediting agency)

Accreditation: Enhancing the Quality of

Education contd

Program accreditation

accreditation of academic course

Institutional accreditation

accreditation of the school, college,

university or institution as a whole.

The EFA 2015 Plan of Action

EFA means Education For All. EFA is a UNESCO Program.
Who are referred to by the catchword ALL?

The 1987 Philippine Constitution affirms that

education is the birthright of all Filipinos. This
means that education should be available to all
Filipinos whatever their age, creed, abilities, social
and economic status. Educating all Filipinos is a
very great challenge to our educational system. As
a teacher, you are partly responsible for addressing
this educational challenge.

Who are these educationally challenged Filipinos? The EFA

2015 Plan of Action (DepEd, 2004) identifies the
following:

1. Those who are disadvantaged because of inadequate

competencies. Inadequate competencies translate into the

following conditions:
Those who are:

not fully functionally literate in the regional language (Ex.

Cebuano, Tagalog, Ilocano) Filipino or English;

unable to communicate in English and therefore cannot

make use of available knowledge and opportunities in
English; and

able to communicate in Filipino, but get limited benefits

from less abundant existing knowledge and opportunities in

the Filipino language,

2. Those who are disadvantaged in terms of schooling are those

children and youth who:

were unable to enter school. They are found in the far

flung barangays where there are no schools, or in other

areas where because of poverty or neglect, they dont avail
of the opportunities for schooling,

were unable to finish the full 10 years of basic education.

In other words these are the children who drop out before
they finish their elementary/ secondary schooling, and

were able to finish 10 years of basic schooling, but have

not attained the standard 75% mastery of basic
competencies.

question
Choose who among these children are
educationally challenged.
A. Pedro, Grade III, can read in Filipino but not in English
B. Nancy, drop-out at Grade IV
C. Jose and Greg, street children
D. Jane, finished high school, lacks numeracy skills

WHY RESTRUCTURE THE CURRICULUM

The studies and the findings follow:

LET'S REVIEW

Q: Among the following curriculum

stakeholders, who has the most
responsibility in curriculum implementation?
A.
B.
C.
D.

The
The
The
The

learners
school heads
teachers
parents

Q: Everytime Mr. Robles passed by the school on his way to the farm he
observed a number of students loitering around the school premises. He
was wondering why the students were out of the classrooms when
classes were going on. During a PTA meeting, Mr. Robles reported his
observations which the principal did not like. Does Mr. Robles have the
right to report his observations?

A. No, because he is not a member of the school staff.

B. No, because he is not paid to observe what is
happening in the school.
C. Yes, because he was asked by the mayor to
observe the principal.
D. Yes, because he is a community member and a
stakeholder in the school.

Q: The use of mother tongue-based multilingual education (MTB-MLE) in the curriculum

of basic education, means that learners ____.
A. continue to use the local dialect all throughout
schooling
B. shifts only to the second language after the
mastery of the first language
C. are not allowed to learn the second or the third
language
D. Should immediately master the second language

galileo@teachers.org

References
Conception, B. et al (2015). Reviewer: Licensure
Examination for Teachers, NCBTS Oriented 2015
Edition. Manila, Philippines.
Gines, A. et al (2013). A Reviewer for the Licensure
Examination for Teachers: Professional Education.
PNU Press, Manila, Philippines.
Santos, L. (2010). Module 2: The Philippine Basic
Education Curriculum. Teacher Induction Program.
Teacher Induction Council, Department of Education,
Philippines.
Experiential Learning Courses Handbook. (2006)
Philippines: Department of Education and Teacher
Education Council.