Miguel A.

Balanon

I-BMSEE

Curriculum Development

Curriculum development is a process of improving the curriculum. Various

approaches have been used in developing curricula. Commonly used approaches
consist of analysis (i.e. need analysis, task analysis), design (i.e. objective design),
selecting (i.e. choosing appropriate learning/teaching methods and appropriate
assessment methods) formation ( i.e. formation of the curriculum implementation
committee / curriculum evaluation committee) and review ( i.e. curriculum review
committee).

There is no single curriculum that is 'best' for all situations. Not only does
geographic location depends on the type of curriculum taught, but the demographics of
the population matters as well. Some curriculums are based heavy of science and
technology while another is focused mainly on the arts. However, a comparison of
different curricula shows certain approaches to be generally more effective than others.
Comprehensive programmes addressing health, nutrition and development have proven
to be the most effective in early childhood, especially in programmes directed at very
young and vulnerable children. This requires a genuine commitment from agencies and
individuals to work together, to plan projects collaboratively, and to involve parents and
communities.

A humanistic curriculum is a curriculum based on intercultural education that

allows for the plurality of society while striving to ensure a balance between pluralism
and universal values. In terms of policy, this view sees curriculum frameworks as tools
to bridge broad educational goals and the processes to reach them. A humanistic
curriculum development perspective holds that for curriculum frameworks to be
legitimate, the process of policy dialogue to define educational goals must be
participatory and inclusive. Central to this view is that curriculum policy and content
must both be guided by the principles of social and economic justice, equality and
environmental responsibility that constitute the pillars of sustainable development.

REPUBLIC ACT NO. 9155

AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING

AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
SECTION 1. Short Title. – This Act shall be known as the "Governance of Basic Education Act of
2001."

CHAPTER 1

GOVERNANCE OF BASIC EDUCATION

SEC. 5. Principles of Shared Governance. – (a) Shared governance is a principle which recognizes
that every unit in the education bureaucracy has a particular role, task and responsibility
inherent in the office and for which it is principally accountable for outcomes;

a. b. c. d.

SEC. 6. Governance. – The Department of Education, Culture and Sports shall henceforth be
called the Department of Education. It shall be vested with authority, accountability and
responsibility for ensuring access to, promoting equity in, and improving the quality of basic
education. Arts, culture and sports shall be as provided for in Sections 8 and 9 hereof.

SEC. 7. Powers, Duties and Functions. – The Secretary of the Department of Education shall
exercise overall authority and supervision over the operations of the Department.

A. National Level

B. Regional Level

C. Division Level

D. Schools District Level

E. School Level

CHAPTER 2

TRANSFER OF CULTURAL AGENCIES

SEC. 8. Cultural Agencies.

CHAPTER 3

ABOLITION OF THE BUREAU OF PHYSICAL EDUCATION AND SCHOOL SPORTS

SEC. 9. Abolition of BPESS

CHAPTER 4
SUPPORT AND ASSISTANCE OF OTHER GOVERNMENT AGENCIES

SEC. 10-12

CHAPTER 5

FINAL PROVISIONS

SEC. 13. Governance in the ARMM.

SEC. 14. Rules and Regulations.

SEC. 15. Separability Clause.

SEC. 16. Repealing Clause.

SEC. 17. Effectivity Clause.

DepEd ORDER NO. 43 S 2002

No Read __ No Pass ... This is what we all aim especially for the grade I class. It
is a prerequisite to have e better future and there can never be better time to start
aiming for the best but now. DepEd initiated a reading program called “ Every Child a
Reader Program ( ECARP) . As stated in DepEd Order No.43 , s. 2002. it is expected
that no pupil will be promoted to the higher next level unless he manifests mastery of
the basic literacy skills in a particular grade level. All possible means of assistance and
encouragement shall be extended to enable the child to read.

Kids have to learn how to read before learning the other prescribed subjects .
Grade I teachers were oriented to make use of the best strategy just to make them read
with comprehension. Some of the common strategies commonly used in teaching
reading are, MARUNGKO approach , Shared reading , Textual Reading aloud , Textual
Journal Writing , Individual Tutoring, Cooperative Learning Techniques like Learning
Barkadas. There is no one best technique for everyone but there ’s a lot to choose from .
It is a disgrace on the part of the teacher to have a non- reader in the school. For most
people would say that teachers are the ones to be blamed. Others will point their fingers
to the parents. Instead of pointing fingers , let ’s just share our respective expertise to
make them learn and help in any way possible to assist these people in their struggle.
Anyway , if there’s a will , there’s a way.

CHED MEMORANDUM ORDER (CMO)

 CHED MEMORANDUM ORDER (CMO)No. 30Series 2004In accordance with the
pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher
Education Act of 1994," and for the purpose of rationalizing the undergraduate teacher
education in the country to keep pace with the demands of global competitiveness, the
following rules and guidelines are hereby adopted and promulgated by the
Commission..

In a broad sense, K-12 Curriculum can refer to the courses or subjects taught in school.
For example, in the early elementary or primary grades, the curriculum usually includes
courses in reading, writing, and mathematics. It may also include courses in social
studies, science, music, art, and/or physical education. In high school, the subjects
taught may be more specialized, like algebra, art history, Latin, orchestra, or biology.

K-12 CURRICULUM

.The K-12 Basic Education Curriculum and Its Implications to Pre-Service Teacher Education

The K-12 Basic Education Curriculum has the ff. salient features:

1. It has a mandatory Kindergarten

- RA 10105 - signed by Pres. Simeon Benigno Aquino III on January 20, 2012.

- nobody goes to Grade 1 w/out passing through Kindergarten starting school year 2012-2013.

IMPLICATIONS:

- demand for Kindergarten teachers especially those who specialized Early Childhood Education
(ECEd) or preschool education

2. Mother Tongue-Based Multilingual Education (MTB-MLE)

- students learns more than 2 languages-Mother Tongue (L1), Filipino (L2), English (L3) in that
order (by public schools).

- EXCEPTIONS: in some private schools, the 1st language taught in school may be English (L1),
followed by Mother Tongue (L2) then Filipino (L3).

-Mother Tongue is taught as a subject from K to 3; all subjects from K to 3 must be taught in the
mother tongue.

IMPLICATIONS:

- need for teachers to learn to speak different mother tongues. Multilingual teacher has more
advantage than the bilingual and monolingual teachers.
3. MAPEH is introduced as a subject w/ each subject given separate time allotment starting
Grade 1.

-PROBLEM: lack of teachers who can teach all four (Music, Arts, PE and Health).

-IMPLICATIONS: if you want better chances of employment,

1.specialize in these subjects (if haven't specialized yet)

2. specialize any of these four or at least 2 of these 4 (if you have already specialized 1 subject)

4. Math, Science and other subjects are taught with the spiral progression approach.

- 2002 BEC- Math and Science is taught by DISCIPLINE APPROACH: Elementary Algebra and
Integrated Science (1st Year High School), Intermediate Algebra and Biology (2nd yr.), Geometry
and Chemistry (3rd yr.) Trigonometry and Statistics, and Physics (4th yr.)

- in K to 12, Math and Science is taught by SPIRAL PROGRESSION APPROACH (means a

combination of different disciplines are taught in each Grade level, in short, INTEGRATED).

IMPLICATIONS:

1. For Science majors, they have to specialize in at least 2 or more.

2. Math majors, should master all Math subjects.

5. Technology and Livelihood Education Courses (TLE)

- in K to 12, TLE courses in Grade 7 and 8 are exploratory (4 exploratory courses in G7 & another
4 in G8)

-Exploratory courses (Common competencies/basic skills in TESDA) are the ff:

1. use and maintenance of tools

2. interpreting drawing

3. mensuration & calculation

4. occupational safety & health

- by G8, introduced to at least 8 exploratory courses and must have obtained Certificate of
Competency (COC)

- by G9, student may now choose to learn a focus area offered by the school w/c continues up
to G10.
- National Certificate 1 (NC 1) is obtained if the student is able to pass the assessment from
TESDA.

- NC 1 is the minimum requirement of the industry in order for the applicant to be hired.

- If the student takes Tech-voc career path in G11 & G12, this will easily earn for him an NC 2.

6. Senior High School offers 5 career paths a student can choose from G11 and G12:

1. Business and Entrepreneurship

2. Technical-Vocational

3. Humanities and Social Sciences

4. Science, Technology and Engineering

5. Sports.

7. It is focused on the development of 21st Century skills, namely:

1. Effective Communication Skills

2. Information, Media and Technology skills

3. Learning and innovation skills

4. Life and Career skills

- we belong to the group of "digital-native" and "screenagers" generation

8. K to 12 is highly

1. constructivist

2. inquiry-based

3. integrative

4. collaborative

5. reflective in approach

9. K to 12 observes a balanced system of assessment that includes traditional as well as

authentic assessment. It promotes the use of formative assessment (assessment FOR learning)
to ensure mastery of competencies and self-assessment (assessment AS learning) to develop
independent learning.
Rationale/Reasons behind the introduction of the K to 12 curriculum

1. To improve on the mastery of basic competencies by decongesting the curriculum.

2. To cope with the 12-year basic education international standards for our graduates to be
recognized as professionals here and abroad.

3. To ensure that every Grade 12 graduate is work-ready and college-ready.

4. To respond to a recommendation of educational researches to expand the years of basic

education which is long overdue.

Philippines is the last country in Asia and one of the only three countries in the world (Djibouti,
and Angola of Africa) with a 10-year pre-university program.