1.

The needs of the students:

 Does the curriculum answer the needs like learning and
development of the knowledge, skills, and attitudes?
The K-12 program covers Kindergarten and 12 years of Basic
Education, six years of Primary education, four years of Junior high school
and additional two years of Senior high school.
Yes, the K-12 Basic Education Curriculum answers the needs of the
students. This 12 years provide enough time for the mastery of concepts and
skills, develop a globally competent learners and prepare graduates for
tertiary education, develop middle-level skills, employment and
entrepreneurship.
For example, in Mathematics and Science. The twin goals of
Mathematics in K-10 are critical thinking and problem solving. These two
goals are to be achieved with an organized and rigorous curriculum content,
a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of
Filipino learners. The K to 10 Mathematics Curriculum provides a solid
foundation for Mathematics at Grades 11 to 12. More importantly, it
provides necessary concepts and life skills needed by Filipino learners as
they proceed to the next stage in their life as learners and as citizens of the
Philippines.
In science, as a whole, the K to 12 science curriculum is learner-
centered and inquiry-based, emphasizing the use of evidence in constructing
explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and
Earth Sciences are presented with increasing levels of complexity from one
grade level to another in spiral progression, thus paving the way to a deeper
understanding of core concepts. The integration across science topics and
other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
 Does the curriculum address the interests, skills, talents and
characters that are fitted to the learning outcomes?

Yes, the curriculum address the interests, skills, talents and

characters that are fitted to the learning outcomes in the way that examples,
activities, songs, stories and illustrations are based on local culture, history
and real-life situation. This makes the lessons relevant to the learners and
they can easily understand it because they can relate their own experiences
with the lesson.
Resources:
 Do the learners have sufficient resources- human and material that
contribute towards their learning experience?
• Resources are very much important especially in implementing the
curriculum, it help the education staff to effectively implement the
curriculum.
• And as I see in our school, there are grade levels that can easily cope
up with the lesson because they have enough resources. But I can’t
deny that some grades had insufficiency in it, resulting to undesirable
outcomes
• Thus, I can conclude that resources is very important, and it should
not be disappear in curriculum implementation.
__ MAM ESELYN
Learning Environment:
Ø Environment can be physical/external or social.
Ø Physical/external is the surrounding- the buildings, the materials, the
climate, etc.
Ø Social environment means people.
Ø Do these different environments support the learner?
• Physical/External Environment - The physical environment in public
school should be improved. The ratio of the ideal number of students
to classroom is not always observed. Oftentimes students are
congested.
 
• Social Environment - Teachers, school personnel and stakeholders in
public school are cooperative and supportive to the goals of the
curriculum.
• These two environment support the learner in accomplishing the
learning goals in the curriculum.
__MAM JANNET
Goals and Objectives:
Ø Do the goals and objectives match the learner, the resources, and the
environment? Do these factors support the attainment of the goals and
objectives of the curriculum?
• Some of the goals and objectives in the curriculum are not matched to
the learner’s needs, the resources, and the environment. They are
 incongruous because of the availability of the resources, culture of the
community and interests of the learners needed to realize the goal and
the learning experience. What we do is we modify and localize it.
• Yes the learners’ needs, resources and environment support the
attainment of the goals and objectives of the curriculum.
__MAM KOIE
Stakeholders:
Ø Do they really support the school, both from internal or external source?
Ø Are they dependable, in case that the school needs their support?
A stakeholder is someone who has vested interest in the success and
welfare of the school and education system. These includes all parties that
are directly affected by the success or failure of an educational system as
well as those indirectly affected. Stakeholders give life to the curriculum.
Curriculum planning and development requires the input of different
stakeholders such as teachers, school heads, parents, community members,
students, district administrators and school boards, etc.
All members of a community is a stakeholder in our education system.
Stakeholders play a significant role in supporting the school. They are one of
the keys in the success of a curriculum. As what I have observed, our school
(PTMSMHS) is receiving much support from different stakeholders around
us. Many school programs are reinforced and funded by parents, teachers,
officials, school heads, and students themselves, etc. Our stakeholders also
participate in giving suggestions and feedbacks for the betterment of the
school system and the learners, especially during these times of a pandemic.
I can also say that they are dependable. They always extend their help and
support for the school. They have great impact and contributions to our
school in many different aspects.
__MAM MARIA GELINE
“ THE WHOLE PURPOSE OF EDUCATION IS TO TURN MIRRORS INTO
WINDOWS”