Addressing the Future Curriculum Innovations

Global Curricular Innovations

1. Project CHILD
Project Child (Computer Helping Instruction and Learning Development) is a
research based instructional delivery system that enables one to intensify the curriculum with
technology on hands of learning. Originally developed at Florida State University by Dr. Sally
Butzin, CHILD bridges todays school with the school of the future.
The lives of the children today are shaped by the demands of the Information age in
which technology plays a central role. The future workplace requires the abilities to think
critically, solve problems, use technology to access and organize information, and possesses the
interpersonal skills to work effectively and cooperatively with others.
CHILD goals are to:
Modify the school structure and create classroom conditions conducive to learning with
technology.
Create a cohesive unit of work that foster strategies for thinking.
Reign curriculum for reading, language arts and mathematics so as to cover legally
mandated content and integrating fully the use of computer in the curriculum.
It aims to increase academic performance, develop reasoning abilities, problem solving,
decision making and knowledge application, communicating effectively and emphasizes the
development of mathematics in early years.
Structure and Procedure of CHILD:
CHILD focuses on K-5 self-contained teaching using a triangulated approach. Cluster of
three experts work across three grade levels to teach three basic formats in technology, hands-on
and paper and pencil. The primary level cluster is made up of K to grade 2 and the intermediate
cluster is grade 3-5.
One classroom is set up for reading, one for writing and one for mathematics. Each of the
three teachers in each cluster becomes content specialist for one of the three Project CHILD
subject areas. He/she is also responsible for one grade level classroom.

Learners from each grade level in the cluster move among the classrooms to spend one
hour per day working in each of the three majors areas. Thus the teachers will work in their
specialized field with the same learners for three years.
Six stations or learning centers in a Project CHILD classroom:
Computer station for the technology-based learning
Textbook station for written work
Challenge station for activities in game formats
The imagination station for creative expression
Exploration station for hands-on activities
Teacher station for additional instructional support
Learners follow a precise management plan for moving from one station to the another.
Goals are set and activities are recorded in a book called passport. Required curriculum
content is covered in six-week thematic units.
Project CHILD materials:
Station Planning Guidelines- The planning guidelines are organized in six weeks topical
units. The contents include suggested software which are referenced to state standards,
teaching tips, skills checklists for each grade level, list of materials and resources, and
station activity pages.
Station activities/ Task cards. A companion of station planning guidelines, provide ideas
for hands on station activities. It directs the learners to work, since specific objectives and
directions are given for them to work independently and constructively.
Passport- This is the management tool to help students become organized and focused on
their work. It is also used to set and assess the goals of the learners. The passport is
brought home after the end of the six week unit for the parents to look into. In this way
the parents become an integral part of the learning team. Both the parents and the learners
will understand the academic significance of the station activities.
Teacher Manual- A complete guide to assist teachers in implementing the child
instructional program. The manual include the Overview of CHILD, Getting started,
Planning Station Activities, Assessment, Managing the Classroom, Roles and
Responsibilities, and Essential Components. It has also a portion for record keeping,
students certificates and other classroom management tools.

 Leadership Guide- It is composing of materials in making presentations to community

groups and strategies to involve the school adopting the effective practices in Project
CHILD.
Special Needs Inclusion Guide- A timely resource for both regular and exceptional
teachers to support the inclusion of special needs in classroom.
Training Facilitator Guide- It includes comprehensive
transparencies and handouts for workshop participations.

trainings,

overviews,

All of the above materials are needed for the successful implementation of the
curriculum. The teacher receives special year long training in their content especially in
classroom management techniques and computer integration skills. Teachers continue their
professional development through on0going self-study, in-service, action research and by
becoming mentors for new CHILD teachers. CHILD provides a risk-free learning climate. High
expectations of the parents are met with their cooperation as part of the team to prepare the
learners in the 21st century.
2. Brain Based Learning
For two thousand years there have been primitive models of how the brain works. Up to
the middle of 1990s, the brain was compared to a central switchboard. In 1970, the brain theory
focused on the right and left brain. Paul McClean later used the concept of triune brain to refer to
the evolution of the human three part brain. According to triune theory, survival leaving is in the
lower brain, emotions were in the mid-brain, and higher order thinking took place in the upper
brain. However, the current brain theory embraces the whole systems, complex brain model.
In the last two decades, neuroscientist have been doing research related to the improved
teaching practices. Based on the findings and conclusions from these researches, information was
taken and incorporated into books and resource references about learning. Classroom practices
were modified using new theories of teaching and learning based on these findings. Some noted
authors included Marian Diamond of the University of California; Howard Gardner, Harvard
University, Thomas Armstrong, among others.
Brain-based learning is an approach to teaching based on research in neuroscience. It
suggests that our brain learns naturally. This theory is based on what is currently known about
the structure and function of the brain at the varying stages of development. This provides a
biologically driven framework for teaching and learning, and helps the recurring learning
behaviors. Brain-based theory includes an eclectic mix of techniques. Currently these techniques
stress allowing teachers to connect learning to students learning real life experiences. This form
of learning also encompasses education concepts like mastery learning, problem based-learning,
cooperative education, multiple intelligence, learning styles, experiential learning, among others.

Core principles guiding Brain-Based Education:

The brain perceives whole and parts simultaneously.
The brain is a parallel processor which can perform activities at once.
Information is stored in multiple areas of the brain and is retrieved through multiple
memory and neutral path ways.
Learning engages the whole body. All learning is mind-body: movement, food, attention
cycles, chemicals modulate learning.
Humans search for meaning is innate.
Search for meaning comes from patterning.
Emotions are critical to patterning and drive our attention, meaning and memory.
Meaning is more important than information.
Learning involves focused attention and peripheral perception.
We have two types of memory: spatial and rote.
The brain is social. It develops better in concert with other brains.
Complex learning is enhanced by challenge and inhibited by stress.
Every brain is uniquely organized.
Learning is developmental.
From the principles regarding the brain-based theory several interactive teaching
elements emerged.

Orchestrated immersion - learning environments are created to provide authentic

learning experiences. For example in the elementary level, teachers can use the schools
mini forest to identify trees, animals and other plants and find out how they live together.
High school students can go on field trip to a nearby forest or mangrove to observe and
identify symbiotic relationships, communities and ecological systems.

Relaxed alertness - In brain-based learning, efforts are made to eliminate fear while
maintaining a highly challenging environment. Teachers may play classical music when
appropriate to set a relaxed tone in the classroom. Bright lights are dimmed. scented
candles are lighted to calm the senses or stimulate the senses. All learners are accepted

with their various learning styles, capabilities and disabilities. These will all provide a
relaxed accepting environment. Children are motivated to bring in the best of themselves
and bring out their potentials.

Active processing - The learners consolidate and internalize information by actually

processing these information. Prior learning has been given recognition as having
connections to current information. Preparatory activity is made before a unit of study is
begun. The teacher prepares the stage to attach new information learners to prior
knowledge.

Local Curricular Innovations

1. 2002 Basic Education Curriculum

The Vision, Mission and Rationale of the Curriculum
The Department of Education, envisions every learner to be functionally literate,
equipped with life skills, appreciative of arts and sports and imbued with the desirable values of
a person who is makabayan, makatao, makakalikasan at maka-Diyos.
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 developed through a dynamic process . It started with the review of existing
basic education curriculum in 1997 which took into consideration world wide trends and
Philippines realities.
Parameters of the Basic Education Curriculum
The demands of the learning environment, the society and the Filipino learner defined the
parameters that govern the elements of the curriculum. These elements include objectives,
content, materials, teaching-learning process, and evaluation.
The objectives are expressed in terms of competencies in knowledge, skills and attitudes.
These determine the content which focuses on the processes and skills of learning how to learn
rather than on the content coverage of facts and information.
The content is delivered using a variety of media and resources. From the traditional
textbook resources, teachers are encouraged to use ICT and community resources. Content is
contextualized so that the curriculum is adjusted to the situation and local culture.

The use of multi-sensory materials is encouraged in teaching. Real objects,

tri0dimentional models, audio-visuals and real life situations are effective tools in delivery of the
teaching-learning process. The use of local or community resources as well as technology-driven
support materials are utilized in the learning environment.
Leaning is assessed using a variety of measures. The use of both the traditional and the
authentic assessment is mandated for purposes of gathering information about the learners in a
holistic manner. Authentic assessment when appropriate should be encouraged in order for the
students to apply knowledge and skills learned in the same way they are used in the real world.
Schools are encouraged to conduct their own evaluation. This will allow schools to take
adjustments with regard to objectives, content, materials, teaching-learning process in order to
achieve desired learning outcomes.
The teaching-learning process considers the learners as active partners rather than
objects of teaching. The learners are constructors of meaning, while the teachers act as
facilitators, enablers and managers of learning.
Salient features of the curriculum
Studies of the past curriculum indicate that there is over crowdedness which was a
hindrance to lifelong learners. So to decongest the curriculum, BEC restructured it into only five
learning areas, namely: English, Mathematics, Science, Filipino and Makabayan. Filipino,
English, Science are the tool subjects. English, Mathematics and Science are subjects to develop
internationalism, while Makabayantogether with Filipino is a learning area which will enhance
nationalism. Makabayan is the laboratory of life to develop a healthy personal and national
identity. Makabayanas a learning area requires an adequate understanding of Philippines history,
our politico-economic system, local cultures, crafts, arts, music and games. It stresses on the
development of social awareness, empathy, and firm commitment to the common good.
In the elementary, Makabayan includes Social Studies, Sibika at Kulturafor Grades 1-3,
Kasaysayan at Sibika(HKS) for Grades 4-6, EdukasyongPantahanan at Pangkabuhayan(EPP)
for Grades 4-6, Musika, Sining at EdukasyongPangkatawan(MSEP) for Grades 4-6 while in
Grades 1-3, MSEP is integrated with Sibika at Kultura. Good Manners and Right Conduct
(GMRC) is integrated in all subjects.
For high school, the components of the Makabayan are AralingPanlipunan (AP) or Social
Studies. This Learning area has a focus for each curriculum year. For the first year, Philippine
History and Governance, second year, Asian Studies, third year, World history and fourth year,
Economics. Other subjects include Technology and Home Economics (THE), Physical
Education, Health, Music and Arts (PEHMA) and EdukasyongPagpapahalaga(EP) or Values
Education (VE). For all subject areas in the curriculum, Communication and Information
Technology is utilized.

Integrative Teaching as Mode of Instructional Delivery

Integrative teaching works best in the BEC. It is so because the curriculum is treated in a
holistic manner. The process is interactive, collaborative and innovative. Four examples are
given to describe integrative teaching. These are thematic teaching, content based instruction,
focusing inquiry and generic competency model.
Thematic teaching requires organization of themes around the ideas. The theme provides
focus and helps learners see the meaningful connections across subject areas. It links ideas to
action and learning to life. For example, the theme chosen is Philippine Festivals. You must
know that our country celebrates various festivals in its different provinces, towns or cities. The
different subject areas (English, Science, Math, Filipino and Makabayan) in this particular case
use the different features of a particular festival as the subject matter.
Simple steps in using the Integrated Unit Design (Thematic Based)
1. Decide on a unit theme that will allow all subject areas to join. Example: Philippine
Festivals.
2. Identify the major concepts to serve as a common thread for all the subject areas.
Example: Historical Background or Origin, Purposes of the Celebration, Dance steps,
Costumes, Music, others.
3. Brainstorm and list generalizations that will be derived from the study of the theme.
4. Write questions that would facilitate the understanding and mastery of the generalization.
5. For each subject area, write instructional objectives to be accomplished.
6. Identify instructional activities which will accomplish the objectives.
7. Based on the objectives, perform the activities.
8. Conduct culminating activity where all subject areas learning will be applied.
9. Design a scoring guide or rubric to assess the performance of the task in the culminating
activity.
Content Based Instruction (CBI) is the integration of content learning with language
teaching. The language curriculum is centered on the academic needs and interests of the
learners, thus CBI crosses the barriers between language and subject matter content. This
approach aims at developing the learners academic language skills.
Focusing Inquiry 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. They design a method of investigation and gather information on
their own.
Focusing Inquiry Cycle
1.
2.
3.
4.
5.

Frame focusing questions. (Asking about prior knowledge)

Present field of facts. (Who? What? When? How?)
Help learners connect or relate facts. (interpret, infer, give meaning)
Help learners generate explanatory ideas. (generalization)
Help learners find answers.

Generic Competency Model

In Generic Competency Model learners are enrolled in three to four linked or related
courses or subject areas. In Makabayan for instance, competencies 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.
Steps to be followed:
1. Decide on the generic competency (social, personal, productivity) that will allow related
competencies from the many subjects. (Musika at Sining, Edukasyong Pangkatawan at
Pangkalusugan, Edukasyon sa Pagpapahalaga, Teknolohiya, Edukasyong Pantahanan at
Pangkabuhayan at Araling Panlipunan) to enter the integration process.
2. Identify the culminating performance. (what, why and how)
3. Brainstorm the specific skills derived from the project that would be expected of the learners.
Find out if these skills will lead to the culminating performance.
4. Design the scoring guide criteria and standard to assess the performance tasks preferably
performance tests and portfolio.
2. Third Elementary Education Program (TEEP)
This was flagship project of the Department of Education in response to the Social
Reform Agenda initiatives of the government. The project was focused only on the elementary
level and the goals were improved learning achievement, improve completion rates, access to
quality elementary education. Further TEEP aimed to build institutional capacity of the

Department of Education to manage change and actively involve parents, teachers, community
leaders as stakeholders for quality education.
Funded by World Bank (WB) and Japan Bank for International Cooperation (JBIC),
TEEP began in 1996 and concluded in 2005. Evaluation of the different components were held
and hopefully, the results would be coming out soon. Initial findings reveal that ther are
indicators of improved learning achievement and rise in completion rates of the students. Access
to quality elementary education had also been achieved. As planned, the best practices of the
curricular innovations of the pilot divisions would be implemented by other divisions all
throughout the country.
The major educational components of the TEEP are Advocacy, In-service training for
Teachers (INSET), School Improvement and Innovation Facility (SIIF), Student Assessment
(SA), Educational Management Information System (E-MIS) Procurement, and Monitoring and
Evaluation. It also advocated principal empowerment in all the educational component.
3. Secondary Education Development and Improvement Program
SEDIP is a curricular innovation which dovetailed the Third Elementary Education Project or
TEEP. Its purpose was to improve equitable access to secondary education in poverty affected
areas. More specifically, the objectives included:
To improve the quality and relevance of secondary education in project provinces;
To increase the rates of participation in and completion of secondary education in the
undeserved areas;
To support the decentralization process towards the transfer of greater management
responsibilities and decision-making authority to the schools and offices at the provincial
levels.
Curricular reform is SEDIP revolved around (a) Improving Teaching and Learning (b)
Improving Access to Secondary Education and (c) Facilitating Decentralized Secondary
Education Management. These three important components are within the parameters of
curriculum development.

In improving teaching and learning, curriculum innovations centered on:

The development of skills and competencies of school heads in school planning and
management and instructional support for teachers.

 Improving teachers subject knowledge and teaching skills

Improving the availability of learning materials by providing textbooks, teaching manuals
and other instructional materials.
Improving learning environment through the construction and/or rehabilitation of school
facilities and procurement of furniture and equipment for classrooms, laboratories and other
school facilities.
The two other components of the SEDIP are support components to curriculum
innovations such as improving access to secondary education and facilitating decentralized
secondary school management.
Access to education to provided schooling alternatives to students who are unable to
attend school regularly and opened new school with the assistance and collaboration of local
government units with the provision of facilities, equipment, training of teachers and school
heads.
Decentralizing secondary education management is an innovation which strengthened the
planning and management capacity; supported the monitoring and evaluation capacity,
developed policy research management and analysis capacity, improved the educational
management information system, developed local and school based in-service training and
supported the new textbook procurement and delivery system.
The SEDIP innovation started in 2000 and ended in 2006. Initial results showed gains,
and best practices have been replicated in other divisions which were not participants in the
project.
4. The New Teacher Education Curriculum for BEED and BSED
This new Teacher Education Curriculum was implemented by CMO 30, s, 2004. There
are two teacher education degrees which are offered by the Teacher Training Institutions. These
are the Bachelor of Elementary Education (BEEd) and the Bachelor of Secondary Education
(BSEd). The BEEd is structured to meet the needs of professional teachers for elementary
schools and special education programs and the BSEd for the needs of professional teachers in
the high schools in the Philippines.
The BEEd aims to develop elementary schools teachers who are either generalist who can
teach across the different areas in grade school, special education teachers and pre-school
teachers while the BSEd aims to develop high school teachers who can teach in one of the
different learning areas in high school like Mathematics, Physical Science, Biological Sciences,
English, Filipino among others.

The competency standards to developed by prospective teachers for both elementary and
secondary levels are found in the list below. These are also aligned to the National CompetencyBased Teacher Standards (NCBTS) formulated for all teachers in the Philippines.
Graduates of BEED and BSEd must:
1. Have the basic and higher level literacy. Communication, numeracy, critical thinking, learning
skills needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes relate to the larger
historical, social, cultural and political processes.
The curriculum of BEED and BSEd
The curriculum design feature include various components that correspond to the basic
and specialized knowledge and skills that will be needed by a practicing professional teachers:
foundational general education knowledge and skills, theoretical knowledge about teaching
learning, methodological skills, experimental knowledge and skills and professional ethical
values and subject matter knowledge appropriate to the level of teaching of pre-school,
elementary and secondary levels.
The curriculum recognizes the need to equip teachers with wide range of theoretical and
methodological skills. These allow the teachers to have more options and greater flexibility in
designing and implementing learning environments which will maximize students learning.
The curriculum is also designed do that the components are integrated. It emphasizes the
interweaving of foundational, theoretical, methodological and experimental knowledge in the
various learning experiences in the curriculum.
The new teacher education curriculum is made up of three components. For both the
BEEd and the BSEd, a sixty-three (63) unit general education is required. Professional education
courses for BEEd is fifty four (54) units while the BSEd requires fifty one (51) units. The
specialization or content of courses required for the elementary teachers is fifty seven (57) units
and those who will be teaching in the high school are required sixty (60) units of content. Both
degree courses require one hundred seventy four (174) units.

The general Education Courses continue to follow the existing general education courses
for other than teacher education. This is mandated in CHED Memo no. 59. s. 1996.

The professional Education Courses are clustered into three which are theory and concept
courses, methods and strategy courses and field study courses. Some of the peculiar features of
the Professional Education Courses are as follows:
1. All the subjects will be taught in an integrated manner.
2. Discussion of theory and concepts should always be linked to the development of
methods and strategies and to experiential learning during the field study.
3. All courses should be taught using a wide range of teaching learning approaches and
assessment procedure, including the use of technology.
4. All courses must have a research requirement which may take the form of a term paper,
case study, action research or other forms of research as maybe appropriate.
5. The theory and concept courses provide the broad framework within which students can
understand, rationalize, and reflect on the various methods and strategies related on
teaching.
6. The methods and strategy courses in the program aim to develop a wide range of skills to
facilitate and evaluate learning in diverse types of students in a variety of learning
environments.
7. The field study courses are intended to provide students with practical learning
experiences in which they can observe, verify, reflect on, and actually experience
different components of the teaching- learning processes in actual school setting.
8. There will be special topic courses in seminar for which will be there one-unit courses.
Special topics are based on the perceived needs of the students and the expertise of the
faculty.
The content courses for BEED is sum up to fifty seven (57) units. These correspond to
the various learning areas in the elementary education curriculum. These General Education
Courses which include Science, Mathematics, English, Filipino, Social studies, Music, Arts and
Physical Education, Home Economics and Livelihood Education and Values Education. The
BEED students may also take fifty seven (57) units in Special Education or Pre-school
Education. The Specialization courses for the BSEd degree will be sixty (60) units for
Mathematics, Physical Sciences, Natural Sciences, English, Filipino, Social Studies, Values
Education, Technology Education, Music, Arts, Physical and Health Education and Islamic
Studies.
5. The Ladderized Curriculum for Technical Teacher Education (BTTE)

The Bachelor of Technical Teacher Education prepares teachers in technical-vocational

education (TVET) and higher education institutions who are equipped not only with strong
theoretical understanding of teaching and technology but also with exposure to industry. The
curricular program of BTTE shall impart knowledge, skills, attitudes, values and experience that
will provide prospective teachers with the necessary competencies essential in effective teaching.
The specific body of knowledge, skills, attitudes, values and experiences include general
education component, specialization component and instructional technology component.
a. General Education component is consistent of the CHED Memo 59 composed of sixty (60)
units of courses in humanities, languages, natural and behavioral sciences, computer
proficiency, mathematics, logic and ethics which are all aimed to make a person broadly
educated, creative, cultured, morally upright and productive.
b. Professional Studies component includes philosophy and aims technology education,
curriculum development and teaching-learning processes. It also include clinical experiences
in teaching and the mastery of the Philippine Trainers Qualification Framework (PTTQF).
c. Specialization component that includes the in depth knowledge of content and specified skills
in the major fields including industry exposure.
d. Instructional technology component that include competencies in the use of technology in
teaching and training.
Curricular Model A of BTTE
Model A is offered for high school graduates who could meet the admission requirements
of the College. The characteristics of the model are as follows:
a. The program of study for the general and professional education subjects is based on CHED
Memo 30, s, 2004.
b. The technology major subjects are based on the competency standards indicated in the
Training Regulations of the Technical Education and Skills Development Authority
(TESDA).
c. The interfacing of CHED and TESDA provides the students to exit after one, two or three
years with specific job opportunities and/ or allows them to continue their studies for the four
years of BTTE giving full credits to all subjects taken in the previous years.
d. If the students prefer to work after one year of study, he could exit the ladderized program
with certificate of achievement. He/she is also qualified to take the assessment for national
certificate (NC) administered by TESDA.

e. Students who choose to finish the four year BTTE degree should meet the criteria for
admission to the degree. After finishing the four years BTTE program, he/she can be issued
their Diploma which qualifies them to take the Licensure Examination for Teachers.
Model B of the BTTE
Model B is offered to the graduates of the Two-Year Trace Technical Curriculum and the
Three year Diploma of Technology Program in different area of specialization. The
characteristics of the model are as follows:
a. Students will have at least one year industry experience aside from the industry immersion or
the on the job training (OJT).
b. On The Job Training (OJT) or industry experience is requirement leading to a four year
Baccalaureate degree (Ladderized Bachelor of Technical Teacher Education).
c. Students in this model intend to become prospective teachers in their respective area of
specialization.
6. Instructional and Curricular Excellence in School Leadership and Management-DepEd
eXCELS
ICeXCELS (Instructional and Curricular Excellence in School Leadership for South East
Asia) is a short course package of SEAMEO INNOTECH for elementary and secondary
administrators on developing instructional and development leadership. It addresses the need to
develop and strengthen the school heads role as an instructional leader in promoting or
improving the quality of teaching and learning in his/her school.
The course was based on a Competency Framework for Southeast Asian School Heads
which SEAMEO INNOTECH developed and validated with the Ministries of Education from ten
SEAMEO member states. The framework consists of general and enabling sub-competencies
that describe what school heads are expected to do and improve on to make them more
successful on performing their work.
Special features of the innovation:
1. Delivery of Instruction- Teaching in the eXCELS is primarily delivered through print selfinstructional modules augmented by the use of interactive tools such as chat, discussion
forums and mail, among other learning support system. To facilitate the use of the chat,
discussion forums and other communication features, learners should have valid email
address. The learning modules are instructionally designed to be interactive and to
incorporate the four As of adult learning (Activity, Analysis, Abstraction and Application).
Each module is made up of the following components:

 Pre-organizers and advanced organizers,

Module pre-test,
Module post-test,
Pre/post self-rating competency checklist,
Interactive learning methodologies such as activities, insight forming questions, lectures
and readings, discussion topics, summaries and other linked resources.
Lesson review tests
Practical exercises and feedback on the tests
A module assignment
Glossary of terms
List of references and suggested additional reading and links
2. Learning Modality- After the students get their learning package, they can immediately study
at their own pace and time. Learners should be able to manage their time such that they will
finish one module in two weeks and two modules in f\our weeks. During the period, the
students should study the printed modules and check on the Discussion Forum on-line in the
iFLEX. Learners and tutors should interact among themselves. Aside from the class
interaction during discussions, each student is required to submit assignments, reflection
paper and action plan either in hard or soft copies to the tutor for evaluation. The three
requirements make the learning portfolio which the tutor will evaluate, give feedback on they
become the basis for the learners rating.
3. Evaluation System- Each learner will be given feedback in the form of qualitative narratives
by the tutors for their outputs. They will also receive a rating for each major requirement and
for their participation in the discussion group. The ratings will be issued by the tutor which
has an equivalent as follows:
A= 3 Excellent
B = 2 Pass
C = 1 Deficient
Learners who successfully complete the course will be awarded a Certificate of
Completion by SEAMEO INNOTECH and academic credits from partner training
institutions.
4. Time Table- The duration of time expected of all learners to finish the course is 50 hours
which is equivalent to a 3 unit course. The time spent includes self-study of the module,

participation in the on-line discussion, preparation and submission of the module activities
which are the contents of learning portfolio. A maximum of 2 weeks is given to accomplish
each module. For the current course, there are 2 modules; hence a maximum of four weeks is
expected. Approximately rating will be released.
iFLEX DepEd eXCELS is an example of distance education and e-learning. The use
technology alone or in combination of other delivery system has been the in thing in
educational innovation. This development has made education very accessible to all. It has
also conquered the barriers of distance, space and time in education.
The UP Open University also embarked in various distance education programs as
well. It is popularly known as the UPOU Curricular Programs.
7. K to 12
The K to 12 Program covers Kindergarten and 12 years of basic education (six years
of primary education, four years of Junior High School, and two years of Senior High
School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
Salient features of the curriculum

Strengthening the 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. Research shows that children who underwent Kindergarten have better
completion rates than those who did not. Children who complete a standards-based Kindergarten
program are better prepared, for primary education. Education for children in the early years lays
the foundation for lifelong learning and for the total development of a child. The early years of a
human being, from 0 to 6 years, are the most critical period when the brain grows to at least 6070 percent of adult size. In Kindergarten, students learn the alphabet, numbers, shapes, and
colors through games, songs, and dances, in their Mother Tongue.

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. Discussions on issues such as Disaster Risk Reduction
(DRR), Climate Change Adaptation, and Information & Communication Technology (ICT) are
included in the enhanced curriculum.

Building efficiency through language (Mother Tongue-Based Multilingual Education)

Students are able to learn best through their first language, their Mother Tongue (MT).
Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol,
Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. 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.

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 a mastery of
knowledge and skills after each level.
For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd
Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated from
Grades 7 to 10. This same method is used in other Learning Areas like Math.

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. The choice of career
track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects
fall under either the Core Curriculum or specific Tracks.
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;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to
provide them relevant exposure and actual experience in their chosen track.
TVET (Technical Vocational Education and 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 competency-based 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.
Modeling best practices for Senior High School
In SY 2012-2013, there are 33 public high schools, public technical-vocational high
schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by
these schools are based on students interests, community needs, and their respective capacities.
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 graduate will be ready to go into different
paths may it be further education, employment, or entrepreneurship.
Every graduate will be equipped with:
1.
2.
3.
4.

Information, media and technology skills,

Learning and innovation skills,
Effective communication skills, and
Life and career skills.

Curriculum Issues and Concerns

1. Poor academic performance of learners related to issues on the varied implementation of the
curriculum among schools and teachers.
2. Curricular innovations lack the sense of ownership from stakeholders.
3. Some curricular innovations are results of bandwagon but are not well supported by
managers.
4. Lack of regular monitoring and evaluation.
5. Innovations result to teacher burn out.

6. Innovations are not communicated to all.