PROFESSIONAL EDUCATION:
CURRICULUM DEVELOPMENT
◘CURRICULUM: AN OVERVIEW◘
•The Meaning of Curriculum
> Sum total of all the learning experiences inside and
outside the school
> The set of learning experiences for students /
learners planned by the school to attain the aims of
education
> Is the entire range of experiences, undirected and
directed concerned with the unfolding of the
abilities
of the individual
>Is a plan of action or written document which
includes strategies for achieving desired goals or
ends
> Serves as the operational medium through which
the school displays and coordinates the patterns of
transmission, translation and transposition of the
educative experiences for which it assumes
responsibilities
> The total learning experiences of the learner under
the guidance of the teacher
• Curriculum from Traditional Points of View
>Robert M. Hutchins views curriculum as “permanent
studies, where the rules of grammar, reading,
rhetoric and logic and mathematics for basic
education are emphasized. Basic education should
emphasize the 3Rs and college education should be
grounded on liberal education
>Arthur Bestor, an essentialist, believes that the
mission of the school should be intellectual training;
curriculum should focus on the fundamental
intellectual discipline of grammar, literature and
writing. It should also include mathematics, science,
history and foreign language
>Joseph Schwab’s view of curriculum is that discipline
is the sole source of curriculum. He said that
curriculum should consist only of knowledge which
comes from discipline which is the sole source
> In our education system, curriculum is divided into
chunks of knowledge we call subject areas in the
discipline may include humanities, sciences,
languages and many more.
> Most of the traditional ideas view curriculum as
written documents or a plan of action in
accomplishing goals
• Curriculum from Progressive Points of View
>It is defined as the total learning experiences of the
individual. This is definition is anchored on John
Dewey’s definition of experience and education. He
believed that reflective thinking is a means that
unifies curricular. Thought is not derived from action
but tested by application.
>Caswell and Campbell viewed curriculum as “all
experiences children have under the guidance of
teachers”.
>Marsh and Willis view curriculum as all the
“experiences in the classroom which are planned
and
entered by the teacher, and also learned by the
students”.
> Smith, Stanley and Shores defined curriculum as a
“sequence of potential experiences set up in schools
for the purpose of disciplining children and youth in
group ways of thinking and acting”.
• Approaches to School Curriculum
Curriculum can be approached or seen in three (3)
ways:
1. Curriculum as a Content or Body of Knowledge
All curricula have content regardless of their designs
or models. The Fund of knowledge is the repository
of accumulated discoveries and inventions of man
from explorations of the earth and as products of
research. In most educational setting, curriculum is
anchored on a body of knowledge or discipline.
Four ways of Presenting Curriculum Content:
a. topical approach – content is based on knowledge,
and experiences are included
b. concept approach – fewer topics in clusters
around
the major and sub-concepts and their interaction,
with their relatedness emphasized
c. thematic approach – a combination of concepts
that develop conceptual structures
d. modular approach – leads to complete units of
instruction
Criteria in Selection of Content (Scheffer, 1970 in
Bilbao et.al. 2009)
1. Significance – contribute ideas, concepts,
principles, and generalizations that should attain
the overall purpose of the curriculum
2. Validity – authenticity of the subject matter that
needs to be checked at regular intervals because
content in its original for m may not continue to be
valid in the current times
3. Utility – usefulness of the content in the
curriculum
relative to the learners who will use it
4. Learnability – complexity of the content should be
within the range of experiences of learners
5. Feasibility – can the subject content be learned
within the time allowed, resources available,
expertise of the teachers and the nature of the
learners.
6. Interest – will the learners take interest in the
content? Are the contents meaningful?
Basic Principles of Curriculum
1. Curriculum as Content
1. Balance – Content is fairly distributed in depth and
breadth
 2. Articulation – smooth connection or bridging as
the content complexity progresses; seamlessness
3. Sequence – logical arrangement of contents, from
easy to complex, known to unknown
4. Integration – relatedness or connectedness to
other contents
5. Continuity – perennial, endures time
2. Curriculum as a Process
The content is the substance of the curriculum, how
the contents will be communicated and learned is
addressed by the process.
 It may be in the form of teaching methods and
strategies
 There is no single best process or method
 It should stimulate the learner’s desire to develop
the cognitive, psychomotor, and affective
domain.
 Flexibility in the use of the process or the method
is considered.
3. Curriculum as a Product
Product is what the students desire to achieve as a
learning outcome. Curriculum product is expressed
in form of outcomes which are referred to as the
achieved learning outcomes.
• Curriculum Development
Curriculum Development is a dynamic process
involving many different people and procedure
Curriculum Development Process
1. Curriculum planning – considers the school vision,
mission, and goals, and philosophy of the school
2. Curriculum designing – the way curriculum is
conceptualized to include the selection and
organization of content
3. Curriculum implementing – putting into action the
plan which is based on the curriculum design
4. Curriculum evaluating – determines the extent to
which the desired outcomes have been achieved
Curriculum Models
a. Ralph Tyler’s Model : Four Basic Principles / Tyler’s
Rationale
- He posited four fundamental questions / principles
in examining any curriculum in schools
1. What educational purposes should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3. How can these educational experiences be
effectively organized?
4. How can we determine whether these purposes
are being attained or not?
b. Hilda Taba : Linear Model / Grassroots Approach
- she improved Tyler’s Rationale by making a linear
model
- she believed that teachers who teach or
implement
the curriculum should participate in developing it.
- she presented seven major steps to her model
where teachers could have major input
1. Diagnosis of learners needs and expectations of
the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
7. Organization of learning activities
8 Determination of what to evaluate and the
means
of doing it.
◘ FOUNDATIONS OF CURRICULUM◘
• Philosophical Foundations of Curriculum
Philosophy provides educators, teachers and
curriculum makers with framework for planning,
implementing and evaluating curriculum in schools. It
helps in answering what school are for, what subjects
are important, how students should learn and what
materials and methods should be used. In decision
making, philosophy provides the starting point and
will
be used for the succeeding decision making.
The philosophy of a curriculum planner, implementer
or evaluator reflects his or her life experiences,
common beliefs, social and economic background and
education.
Philosophical Foundations of Curriculum
Philosophy PERENNIALISM
Aim of - To educate the rational person
Education - To cultivate the intellect
Role of - Techers help students think with
Education reason
Focus in the - Classical subjects, literacy analysis and
Curriculum curriculum is constant
Curriculum - Use of great books and return to
Trends liberal arts
Philosophy ESSENTIALISM
Aim of - To promote the intellectual growth of
Education the individual and educate a competent
person
Role of - The teacher is the sole authority in his
Education or her subject area or field of
specialization
Focus in the - Essential skills of the 3 R’s and
Curriculum essential subjects of English, Science,
History Math and Foreign Language
Curriculum - Excellence in education, back to basics
Trends and cultural literacy
Philosophy PROGRESSIVISM
Aim of - To promote democratic and social
Education living Role of Education process and some of the questions which can be
Role of - Knowledge leads to growth and addressed by psychological foundations of education.
Education development of lifelong learners who
actively learn by doing Three Major Groups of Learning Theory
Focus in the - Subjects are interdisciplinary A. Behaviorist Psychology – considers that learning
Curriculum integrative and interactive should be organized in order that students can
- Curriculum is focused on students’ experience success in the process of mastering the
interests human problems and affairs
subject matter. The method is introduced in step by step
Curriculum - School reforms, relevant and
manner with proper sequencing of task which is viewed
Trends contextualizes curriculum humanistic
by other educational psychologist simplistic and
education
mechanical.
Connectionism Edward Thorndike
Philosophy RECONSTRUCTIONISM
Aim of - To improve and reconstruct the Classical Conditioning Ivan Pavlov
Education society Operant Conditioning B.F. Skinner
- Education for change Modeling and Observation Albert Bandura
Role of - Teachers act as agents of change and Theory
Education reform in various educational projects Hierarchical Learning Robert Gagne
including research
Focus in the - Focus on present and future trends B. Cognitive Psychology
Curriculum and issues of national and international  To the cognitive theorists, learning constitutes a
interests logical method for organizing and interpreting
Curriculum - Equality of educational opportunities learning
Trends in education Learning is rooted in the tradition of subject matter
- access to global education and is similar to the cognitive development theory.
Teachers use a lot of problem and thinking skills in
• Historical Foundations of Curriculum teaching and learning. These are exemplified by
The historical development shows the different practices like reflective thinking creative thinking,
changes in the purposes principles and content of the intuitive thinking, discovery learning and many
curriculum. The different changes are influenced by more.
educational philosophy, psychology and pedagogical
theories. C. Humanistic Psychology– concerned with how learners
This implies that curriculum is ever changing putting in can develop their human potential; the process not the
knowledge and content from many fields of discipline products; personal needs not the subject matter;
psychological meaning and environmental situations.
Curriculum Theorists
Gestalt Theory Where learning can be explained in
Franklin - presented curriculum as a science terms of wholeness of the problem
Bobbit that emphasize on students’ need. and where environment is
(1876-1956) Curriculum prepares for adult life. changing and the learning is
Werret - considered curriculum also as a continuously recognizing his/her
Charters science which is based on students’ perception
(1875-1952) need and the teachers plan the Abraham Theory of human needs for self-
activities Maslow actualizing person
William - viewed curriculum as purposeful Carl Roger Non-directive lives
Killpatrick activities which are child centered. The
(1871-1965) purpose of curriculum is child • Social Foundations of Education
development and growth. Schools exist within the social context. Societal culture
Harold Rugg -Curriculum should develop the whole affects and shapes schools and their curricula.
(1886-1960) child. He emphasized social studies in In considering the social foundations of curriculum,
the curriculum and the teacher plans
we must recognize that schools are only one of the many
the lesson in advance.
institutions that educate society. The home, the family
Hollis - sees curriculum as organized around
and the community, likewise, educate the people in the
Caswell social functions of themes, organized
(1901-1989) knowledge and earner’s interests. society. But schools are formal institutions that address
Ralph Tyler - believes that curriculum is a science more complex and interrelated societies and the world.
(1902-1994) and an extension of school’s Society as ever dynamic is a source of very fast
philosophy. changes which are difficult to cope with and to adjust to.
Thus, schools are made to help to understand these
• Psychological Foundations of Curriculum changes. In order for schools to be relevant, schools
Psychology provides a basis for the teaching and curricula should address diversity, explosion of
learning process. It unifies the elements of the knowledge, school reforms and education for all.
learning
 The relationship of curriculum and society is mutual
and encompassing. Hence, to be relevant, the curricula
should reflect and preserve the culture of society and its
aspirants. At the same time, society should also imbibe
the changes brought about by the formal institutions
called schools.
◘ CURRICULUM AND THE TEACHER◘
A. Types of Curricula in Schools
1. Recommended Curriculum
Most of the curricula are recommended
 Proposed by scholars and professional organizations
The curriculum may come from a national agency or
any professional organization who has stake in
education
2. Written Curriculum
 Includes documents, course of study or syllabi for
implementation.
Most written curricula are made by curriculum
experts with participation of teachers.
An example of this is the Basic Education Curriculum
(BEC) and the written lesson plan each classroom
teacher made up of objectives and planned activities
of the teacher.
3. Taught Curriculum
The different planned activities which are put into
action in the classroom compose the taught
curriculum.
These are varied activities that are implemented in
order to arrive at the objectives or purposes of the
written curriculum.
It varied according to the learning styles of the
students and the teaching styles of the teacher.
4. Supported Curriculum
In order to have a successful teaching, other than the
teacher, there must be materials which should
support of help in the implementation of a written
curriculum.
Support curriculum includes material resources such
as textbooks, computers, audio-visual materials,
laboratory equipment, playgrounds, zoos and other
facilities.
Support curriculum should enable each learner to
achieve real and lifelong learning.
5. Assessed Curriculum
This refers to a tested or evaluated curriculum
Series of evaluations are being done by the teachers
at the duration and end of the teaching episodes to
determine the extent of teaching or to tell if the
students are progressing.
6. Learned Curriculum
 This refers to the learning outcomes achieved by the
students
 Learning outcomes are indicated by the results of the
tests and changes in behavior which can be cognitive
affective or psychomotor.
7. Hidden/Implicit Curriculum
This is the unintended curriculum which is not
deliberately planned but may modify behavior or
influence learning outcomes.
Peer influence school environment physical
condition, teacher-learner interaction, mood of the
teacher and many other factors make up the hidden
curriculum.
8. Concomitant Curriculum
Things that are taught at home; those experiences
that are part of a family’s experiences, or related
experiences sanctioned by the family.
9. Phantom Curriculum
The messages prevalent in and through exposure of
media
10. Null is what is not taught
Not teaching some particular idea or sets of ideas
may be due to mandates from higher authorities, to
a teacher’s lack of knowledge, or to deeply ingrained
assumptions and biases.
B. The Teacher as Curricularist
A curricularist is a professional who is a curriculum
specialist. A teacher’s role is broader and inclusive of
other functions and so a teacher is a curricularist.
The teacher as a curricularist . . .
1. knows the curriculum (knower) – as a teacher,
one
has to master what are included in the curriculum
2. writes the curriculum (writer) – a classroom
teacher takes record of knowledge, concepts,
subject matter or content
3. plans the curriculum (planner) – a teacher’s role
to
make yearly, monthly, or daily plan of the
curriculum which serves as guide in the
implementation of the curriculum
4. initiates the curriculum (initiator) –
implementation of new curriculum requires the
open-mindedness of the teacher, and the full
belief that the curriculum will enhance learning
5. innovates the curriculum (innovator) - a teacher
makes innovations in the curriculum. Creativity
and innovation are hallmarks of an excellent
teacher
6. implements the curriculum (implementer) - an
implementer give life to the curriculum plan. It is
where the teaching, guiding, facilitating skills of
the teacher are expected at the highest level
◘ PRINCIPLES OF CURRICULUM◘
A. Types of Curriculum Design
1. Subject- Centered Design
focuses on the context of the curriculum
textbook is the primary instructional tool
with well-defined cope and sequence
subjects contains fragmented, unique body of
 content, different from other subjects/disciplines
1.1 Subject Design
- oldest and the most familiar design and easy to
Deliver
- written textbooks and support instructional
materials are commercially available
- learning becomes compartmentalized
- stresses on the content and neglects students’
natural tendencies, interests
1.2 Discipline Design
- focuses on academic discipline (specific
knowledge learned through a method which
scholars used to study a specific content of their
fields)
- students experience the disciplines so that they
understand and theorize
1.3 Correlation Design
- links separate subject designs in order to reduce
fragmentation or division of curricular content
- identify ways in which subjects can be linked yet
maintain their own identities
- requires teacher to plan their lessons
Cooperatively
1.4 Broad Field Design / Interdisciplinary
- made to correct the division and classification
caused by subject-design which is limiting
- integrates contents that are related to one
another
1.5 Spiral Curriculum
- recognizes that students are not ready to learn
certain concepts until they reach the required
level of development and maturity and have the
necessary experiences; some topics treated with
corresponding degree of complexity across levels;
provides for widening horizontal organization of
scope, integration and deepening of knowledge
(vertical sequence, continuation)
2. Learner-Centered Design
learner is the center of the educative process
more emphasized in the elementary level
2.1 Child-centered Design
- attributed to John Dewey, Rouseau, Pestallozi,
and Froebel
- anchored on the needs and interests of the child
- one learns by doing, actively creating/constructing
meaning and understanding
- learners interact with teachers and the
environment through collaboration
2.2 Experience-centered Design
- believes that the interests and needs of the
learners cannot be pre-planned
- experiences of the learners become the starting
point of the curriculum
- learners can choose from various activities that
the teacher provides
- blends well with multiple-intelligence theory
2.3 Humanistic Design
- the development of self is the ultimate objective
of learning
- stresses the whole person and the integration of
thinking, feeling, and doing; and the development
of positive self-concept and interpersonal skills
3. Problem-Centered Design
concentrates on real-life problems of individuals
and society which is based on social issues
content cuts across subject boundaries and must
be based on the needs, concerns, and abilities of
the students
3.1Life-situation Design
- focuses on problem-solving procedures
- the content is organized in ways that allow
students to clearly view problem areas
- uses learners’ past and present experiences to get
them to examine the basic aspects of living
- differs from the traditional curriculum endorsed
by secondary schools, colleges, and universities
- teachers have difficulty with implementation
because it differs from their training
3.2Core Problem Design
- centers on general education and the problems
are based on the common human activities
- the central focus includes common needs,
problems, and concerns of learners
B. Curriculum Approaches
1.Technical-Scientific Approach
It reflects the traditional view on education and
the formal methods of schooling. It views
curriculum development as something similar to
engineering and architecture which use
instruments and empirical methods in preparing
blueprints.
a. Behavioral – Rational Approach
- oldest and still the most prepared approach
- it is a means-end approach which is logical and
prescriptive
b. Systems-Managerial Approach
- considers the interconnected elements of
inputs,
throughputs (process), and output that comprise
the educational system
c. Intellectual-Academic Approach
- emphasizes the importance of theories and
principles in curriculum planning
- because the cognitive demands of the approach,
it overwhelms many beginning students who
usually lack sufficient philosophical and
theoretical insights on the subject
2. Non-technical/Non-scientific Approach
a. Humanistic-Aesthetics Approach
- promotes the liberation of learners from
authoritarian teachers
- encourages group learning activities which
promote cooperation rather than individual
competition
- emphasis on how to learn, not on what to learn
 b. Reconceptualist Approach
- reflects the existentialist orientation
- purpose of education is to emancipate society
from traditional, outmoded orders through
individual free choice
- emphasize learning experience that develop
personal self-expression
c. Reconstructionism
- considers the school as an agent of change, an
institution of social reform
- emphasizes cultural pluralism, internationalism
and pluralism which are beyond individual
concerns
C. Components of Curriculum Design
1. Aims, Goals, and Objectives
a. Educational aims . . .
- are lifetime aspirations purposely stated
generally because they are developed for a
general level of education and by the society
- provide long-term directions for the students
- considered to be developed at a system level
such as an education department or government
documents such as the 1987 Constitution
b. Educational goals . . .
- are group of expectations that take weeks,
months, or even years to attain
- attainable yet many remain unattained
- group-oriented, the successful attainment of
goals does not require each and every student to
succeed
c. Objectives . . .
- are short term
- refer to what is expected of students in daily
activities
- Intended Learning Outcomes (ILO) – reasons for
undertaking the lesson from the student’s point
of view
Types of Objectives
A. Cognitive Domain
Revised Bloom’s Taxonomy
Lower Order Thinking Skills
1. Remembering – retrieving relevant
knowledge from long-term memory
2. Understanding – constructing meaning from
oral, written, and graphic messages
3. Applying – carrying out or using procedure in
order for implementation
Higher Order Thinking Skills
4. Analyzing – breaking material down into
constituent parts in order to determine the
relation of said parts
5. Evaluating – making judgments based on
criteria and standards
6. Creating – putting elements together in
order to form a functional whole
B. Affective Domain
1. Receiving – open to experience, willing to
hear
2. Responding – react and participate actively
3. Valuing – attach values and express personal
opinions
4. Organization – reconcile internal conflicts;
develop value system
5. Characterization – internalization of values;
adopt belief system and philosophy
C. Psychomotor Domain (Harrow)
1. Reflex Movement – involuntary reaction;
respond physically instinctively
2. Fundamental Movements – refer to skills or
movements or behaviors related to walking
running, jumping, pushing, pulling and
manipulating
3. Perceptual Abilities – address skills related
to kinesthetic (bodily movements), visual,
auditory, tactile (touch), or coordination
abilities as they are related to the ability to
take in information from the environment
and react
4. Physical Abilities – related to endurance,
flexibility, agility, strength, reaction-response
time or dexterity
5. Skilled Movements – refer to skills and
movements that must be learned for games,
sports, dances, performance, or for the arts.
6. Non-discursive Communication – refer to
expressive movements through posture,
gestures, facial expressions, and/or creative
movements like those in mime or ballet;
interpretative movements that communicate
meaning
2. Content or Subject Matter
the topic to be discussed or covered
Criteria:
• self-sufficiency – furnishing content that enables
learners to connect their intellectual, emotional
and spiritual selves
• significance – it contributes to the basic ideas,
concepts, principles, generalizations of the
overall aims of the curriculum
• validity – authenticity of the content
• interest – the content engages the individual
• utility – concerns the usefulness of the content
• learnability – optimal placement and
appropriate organization and sequencing of
content
• feasibility – consider content in light of the tome
allowed, the resources available, etc.
3. Learning Experiences
designed for attaining the goals and objectives and
may be classified as teaching methods and learning
activities. The instructional strategies and
methods will put into action the goals and use of
the content in order to produce an outcome
Criteria:
• appropriateness – suitable to the content,
 activities, and level of development of learners
• variety – include minds on, hands on, and
authentic learning experiences
• optimal value – encourage learners to continue
learning on their own
• feasibility – in terms of human, physical, and
financial resources
4. Evaluation
refer to the formal determination of the quality,
effectiveness or value of the program, process and
product of the curriculum
D. Curriculum Design Qualities
1. Scope – refers to the breadth and depth of the
curriculum content; consisting of all topic, learning
experiences, and organizing threads comprising
the educational plan
2. Balance – Content curriculum should be fairly
distributed in depth and breadth of the particular
learning or discipline. This will ensure that the level
or area will not be overcrowded or less crowded.
3. Articulation – Each level of subject matter should
be smoothly connected to the next, glaring gaps or
wasteful overlaps in the subject matter will be
avoided.
4. Sequence – This is the logical arrangement of the
subject matter. It refers to the deepening and
broadening of content as it is taken up in the
higher level
5. Integration – The horizontal connections are
needed in subject areas that are similar so that
learning will be related to one another
6. Continuity – Learning requires a continuing
application of the new knowledge, skills, and
attitudes or values so that these will be used in
daily living. It is the constant repetition, review and
reinforcement of learning
E. Role of Stakeholders in Curriculum Development
1. Teachers – fill in the main position in curriculum
decision-making, which parts of the curriculum,
newly-developed or on-going, to implement or
stress in a particular class
2. Students – their needs and abilities are the basis
of curriculum content and whose achievement
level measures the effectiveness of the curriculum.
3.Principals – supervise curriculum implementations.
4.Parents – support and influence the
implementation of the curriculum
5.Curriculum Specialist – responsible for ensuring
that programs are conceptualized, designed, and
implemented
6.Superintendents – the system’s chief
Administrators
7.National Government & Agencies – publish
guidelines on what will be taught
F. Curriculum Change
1.Substitution – the current curriculum will be
replaced or substituted by new one
2.Alteration – change in the current curriculum
structure rather than a replacement of the whole
3.Restructuring – a rearrangement of the curriculum
structure or content that may give way to certain
change and innovative efforts
4.Perturbations – changes that are disruptive, but
teachers have to adjust to them within a fairly
short time
5.Value Orientation – shift in the emphasis that the
teacher provides which are not within the mission-
vision of the school and vice versa
◘ K TO 12 CURRICULUM◘
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) 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
KINDERGARTEN
The Kindergarten Curriculum Framework (KCF) draws
from the goals of the K to 12 Philippine Basic Education
Curriculum Framework and adopts the general
principles of the National Early Learning Framework
(NELF). Kindergarten learners need to have a smooth
transition to the content-based curriculum of Grades 1
to 12.
GRADES 1-10
Students in Grades 1 to 10 will experience an
enhanced, context-based, and spiral progression
learning curriculum with the following subjects:
Subjects
• Mother Tongue • Arts
• Filipino • Physical Education
• English • Health
• Mathematics • Edukasyong Pantahanan
• Science at Pangkabuhayan
• Araling Panlipunan • Technology and
• Edukasyon sa Livelihood Education
Pagpapakatao (TLE)
Why add two more years?
• To decongest and enhance the basic education
curriculum
• To provide better quality education for all
• The Philippines is the only remaining country in Asia
with 10-year basic education program
• K to 12 is not new. The proposal to expand the basic
education dates back to 1925.
• Studies in the Philippines have shown that an
additional year of schooling increases earnings by
7.5%.
• Studies validate that improvements in the quality of
education will increase GDP growth by 2% to 2.2%
• Minus 2 instead of plus 2 for those families who
cannot afford a college education but still wish to have
their children find a good paying job. Right now,
parents spend for at least 4 years of college to have an
employable child. In our model, parents will not pay
for 2 years of basic education that will give them an
employable child. In effect, we are saving parents 2
years of expenses. The plan is not “Plus 2 years before
graduation “but” Minus 2 years before work.
• To inspire a shift in attitude that completion of high
school education is more than just preparation for
college but can be sufficient for a gainful employment
or career.
K to 12 Education Vision
Graduates of Enhanced K to 12 Basic Education
Programs will:
• Acquire mastery of basic competencies.
• Be more emotionally mature.
• Be socially aware, pro-active, involved in public and
civic affairs.
• Be adequately prepared for the world of work or
entrepreneurship or higher education
• Be legally employable with potential for better
earnings.
• Be globally competitive.
• Every graduate of the Enhanced K to 12 Basic
Education Program is an empowered individual who
has learned, through a program that is rooted on
sound educational principles and geared towards
excellence, the foundations for learning throughout
life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony
with local and global communities, the capability to
engage in autonomous critical thinking, and the
capacity to transform others and one’s self.
Standards and Principles of the Enhanced Basic
Education Curriculum:
(a) The curriculum shall be learner-centered, inclusive
and developmentally appropriate;
(b) The curriculum shall be relevant, responsive and
research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches
that are constructivist, inquiry-based, reflective,
collaborative and integrative;
(f) The curriculum shall adhere to the principles and
framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the
learners are and from what they already knew
proceeding from the known to the unknown;
instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be
available;
(g) The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and skills
after each level; and
(h) The curriculum shall be flexible enough to enable
and allow schools to localize, indigenize and
enhance
the same based on their respective educational and
social contexts. The production and development of
locally produced teaching materials shall be
encouraged and approval of these materials shall
devolve to the regional and division education units.
SENIOR HIGH SCHOOL PROGRAM
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 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
four tracks: Academic; Technical-Vocational-
Livelihood; Arts and Design; and Sports. The Academic
track includes four strands: Business, Accountancy,
Management (ABM); Humanities and Social Sciences
(HUMMS); and Science, Technology, Engineering and
Mathematics (STEM); and General Academic Strand
(GAS).
Students undergo immersion, which may include earn-
while-you-learn opportunities, to improve them
relevant exposure and actual experience in their
chosen
track.
TVL (TECHNICAL VOCATIONAL EDUCATION &
LIVELIHOOD TRACK)
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
◘ OUTCOME-BASED EDUCATION ◘
OBE is a process of curriculum design, teaching,
learning, and assessment that focuses on what students
can actually do after the are taught. It is an approach
that focuses and organizes the educational system
around what is essential for all learners to know, value,
and do to achieve a desired level of competence at the
time of graduation.
4 Basic Principles (Spady, 1993)
1. Clarity of focus – Learners are certain about their
goals and are always given significant, culminating
exit outcomes
2.Designing backwards – Using the major learning
outcomes as the focus and linking all planning,
teaching, and assessment decision directly to these
outcomes
3. Consistent high expectations of success – Helping
students to succeed by providing them
encouragement to engage deeply with the issues
they are learning and to achieve the set of high
challenging standard

4. Expanded opportunity – Developing curriculum

that allows every learner to progress in his/her own
pace and that caters to individual needs and
differences

In OBE, learning outcomes are constructively aligned in

a learning program:
a. Institutional Intended Learning Outcome (IILO) –
what
the graduates of the university/college are supposed
to be able to do
b. Program Intended Learning Outcome (PILO) – what
the graduates from a particular degree program
should be able to do
c. Course Intended Learning Outcome (CILO) – what
students should be able to do at the completion of a
given course
d. Intended Learning Outcome (ILO) – what students
should be able to do at the completion of a unit of
study of a course