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CURRICULUM IMPLEMENTATION
The next step after curriculum planning and designing is to implement it. As teachers, this is
one of the major roles that we do in school. We have the recommended curriculum guide that
can be download in the internet/through website and our task is to implement it. So, the
success of the learning depends on the implementation effort.Wilma B. VictoriaReporter

2  Curriculum implementation
refers to how the planned or officially designed course of study is translated by the teacher into
syllabi, schemes of work and lessons to be delivered to students.Curriculum implementation
means putting into practice the written curriculum that has been design into syllabi, course of
study, curricular guides and subject. It is the process where the learners acquire the intended
knowledge , skills and attitudes for them to function effectively in the society.

3  Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between
the curriculum that has been written and planned and the persons who are in charge to deliver
it.The effort and success of the implementation would lie on the hands of the teachers.

4  To them , curriculum implementation implies the following;

Shift from what is current to a new or enhanced curriculumChange in knowledge, actions,
attitudes of the person involved. A complete transition or shift from the previous to a new
curriculum.. Today we are dealing with millenians,21st century learners where in they are very
literate when it comes to computers. Definitely, as teachers we have to upgrade ourselves with
the latest knowledge and information.;Attitude-Being very strict to students is not applicable
..before and after…that’s why Deped is encouraging us to use positive discipline.

5  Change in behavior using new strategies and resources

Change which requires efforts hence goals should be achievable. Use different styles that will fit
to the needs of the child.To address individual differences we have the multiple intelligences,
we also have the blended learning,…ICT integeration, etc.

6  Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new
practice and what it looks like when actually used in school system.In the classroom context,
curriculum implementation means teaching what has been written in the lesson plan. It means
using the plan as a guide to engage with the learners in the teaching-learning process with the
end in view that learning has occurred and learning outcome has been achieved.In writing lp,
we formulate objectives with the end in the mind of what the students are expected to do,
perform or learned after the lesson.Again, we are after with the result of the learning.

7  Curriculum Stakeholders

8  1.Learners are at the core of the curriculum.

Learners have more dynamic participation from the planning, designing, implementing and
evaluating.Whatever curriculum we plan, learners are not just mere recipients of the
curriculum. They are actually involved in the implementation. After all, learners together with
the teachers put action to the curriculum.In planning the lesson, activities and strategies that
we will use, we still consider the learners.Lets say you are handling the pilot and lowest
section……………..we plan based on the level of students.W/0 the learners curriculum is
useless.So they can make or break curriculum by their active 0r non-involvement.

9  2. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum.Teachers’ influence upon learners cannot be measured. Better teachers foster
better learning .As curriculum developers, teachers are part of textbook committees, teacher-
selection, school evaluation committeeor textbook and module writers themselves.

10  3. School leaders are curriculum managers.

Principal and school heads too, have important roles in curriculum implementation process in
schools. They should understand fully the need for change and the implementation process.
They should be ready to assist teachers and students in the implementation. Communication
line should be open to all concerned should the school leaders lead in curriculum teamwork.

11  4. ParentsParents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. Parents may not directly
be involved in the curriculum implementation, but they are formidable partners for the success
of any curriculum development endeavor.School encourages parents to engage in cooperation
like Brigada Eskwela. Through this, parents will know the situation in the school.They can be
tapped in various activites like scouting, etc.

12  5. Community as the Curriculum Resources and a Learning Environment

13  5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child” goes the statement of former First Lady Hillary
Clinton.

14  The school is the extended school ground, a learning environment.

All the barangay leaders, the elders, other citizens and resident of the community have a stake
in the curriculum. It is the bigger school community that becomes the venue of learning.It is a
mutual reflection. The community is a reflection of the school influence and the school is a
reflection of the community support.

15  6. Other stakeholders in Curriculum Implementation and Development

Government AgenciesSome stakeholders may not have direct influence on the school
curriculum. These are agencies and organizations that are involved in the planning, design,
implementation and evaluation of the school curriculum.-Trifocalized agencies that have
regulatory and mandatory authorities over the implementation of the curricula.
16  The agency that certifies and issues teacher licenses to qualify one to teach and affirms and
confirms the appointment of teachers in the public school.

17  Local Government Units (LGU) include the municipal government officials and
barangay officials.

18  Non-Government Agencies
Gawad Kalinga (GK)Synergia –an organization/ foundation that supports basic education to
elevate education through Reading, Science, Mathematics and English.Metrobank Foundation-
supports continuing teacher development programsNon-government agencies are
organizations and foundations that have the main function to support education.

19  Levels of Curriculum Implementation

20  1. Models for PilotingPiloting is a broad term which can be used in the context of both
curriculum evaluation, although it occurs a relatively early stage of the curriculum change
process, and curriculum development.Before the implementation of the curriculum in the
whole institution, they choose model schools for piloting where in planned curriculum
guides/scheme of work is applied.

21  Feasibility studiesIt may be informal or highly structured evaluation exercises which analyze
the proposals in great detail and seek the views of stakeholders in and beyond the education
system.When a new curriculum is proposed it is important to consider two questions – whether
it will offer significant benefits and whether it can be implemented successfully. In answering
these questions, educational authorities should consider the critical factor of how different it is
from the existing curriculum with which teachers are familiar. In many cases of unsuccessful
curriculum change, the key factor is the level of difficulty they present to teachers.

22  Feasibility studies are particularly important in determining the cost of effective curriculum
design and implementationIn some contexts, education systems suffer from “initiative
overload”; teachers may be weary as a result of constant change and morale may be low. Under
these circumstances, a feasibility study can effectively and efficiently establish the value of
curriculum change and identify potential problems in implementation.

23  2. Piloting and evaluation

In recent decades there has been a growing demand for empirical data to justify new
curriculum prior to wide scale implementation. The demand has arisen, in part, from the high
financial cost of curriculum development and implementation.It is important that empirical
evidence is gathered to demonstrate the quality of a curriculum and to test its practicality and
utility in a “real world” setting. Piloting in this sense is a dimension of curriculum evaluation.
24  Lewey6 has identified three phases of curriculum “tryout”
Lewey6 has identified three phases of curriculum “tryout”. Each phase will adopt successively
more formal evaluation methods in order to provide more reliable findings

25  Laboratory tryoutThe first phase may begin as formative evaluation very early in the
curriculum development process in what is sometimes described as “laboratory tryouts”.Here
elements of the curriculum may be tested with individuals or small groups. Responses of
learners are observed and modifications to the curriculum materials may be suggested.

26  Pilot tryoutA “pilot tryout” may begin in a school setting as soon as a complete, albeit, a
preliminary version of a course is available. Curriculum development team members may take
the role of the teacher.The purpose of this phase is to identify if it is possible to implement the
curriculum, if changes are needed, what conditions are required to ensure success.

27  Field tryout:When a revised version is completed based on the findings of the pilot tryout,
“field tryouts” may be conducted by teachers in their classrooms without the direct involvement
of the development team.This exercise attempts to establish whether the program may be
used without the ongoing support of the team and to demonstrate the merits of the program
to potential users.

28  Not all of these phases will be used formally or used at all in every pilot or evaluation. For
example it is not uncommon for the third phase, field tryouts, to be used independently. Field
tryouts are also often known as micro-testing

29  3.Collaborative / “Bottom Up” Piloting

30  When understood as a collaborative or “bottom up” process, piloting as a strategy for

promoting curriculum innovation offers significant potential benefits at a number of levels. 
Ideally, the collaborative model of piloting will involve the participation of pupils, teachers,
school principals, curriculum and subject specialists and officials from local and central
government.Each group will bring a unique perspective on the complex task of curriculum
change. Teachers offer their classroom and subject expertise grounded in daily contact with
young people and the pressures of working in a school context. Principals or school managers
are concerned with scheduling, financial and personnel issues. Curriculum developers provide
technical expertise and insights into current educational research and broad curriculum goals.
Policy makers are focused on broad policy goals, finance and the management of curriculum
change and implementation. Each group will be required to work in new ways, in unfamiliar
partnerships, and each will need to be supported by others at different phases of the pilot.

31  This model is often associated with a democratic style of working and is particularly suited
to problematic, sensitive or controversial curriculum areas and issues. It requires also a high
quality leadership to ensure focus and to allow decision-making in a commitment frame.The
collaborative approach offers an enhanced possibility of a coherent and sustainable curriculum
change process, effective at all levels of the education system

32  4.Piloting and innovation

Piloting may be used as tool for promoting innovation and curriculum change by directly
utilizing the expertise of teachers and other practitioners and stakeholders.In many contexts
there has been a tendency for curricula to be developed by curriculum or subject specialists
and given to teachers to be delivered as a product. In these circumstances, the teacher may feel
“de-professionalized” and disempowered, becoming little more than a curriculum delivery
technician. This trend is well exemplified by attempts in some contexts to develop “teacher
proof” resources.-This model of piloting may subsume the functions described above under
Feasibility Studies and Piloting as Evaluation. Additionally, a curriculum development team
might create mechanisms to allow teachers to become directly involved in the curriculum
design process through action research and school based curriculum development strategies.
This approach offers possibilities of influencing policy by creating effective working curriculum
models and of initiating quality improvement on the basis of proven effective practice

33  ACTION RESEARCHAction Research is a self-reflective form of research carried out by

practitioners with the intention of developing more effective practiceThe role of the pilot team
is to provide the necessary leadership and infrastructure frameworks within which work takes
place. They support the pilot group by offering curriculum design expertise, needs-based
training and effective links between schools, policy makers and other stakeholders.
Experimentation, creativity and innovation are fostered and teachers test elements of their
work in the real-world context of the classroom.

34  The involvement of officials from national or local education authorities is an important

component of this model of piloting. It offers opportunities to develop:

35  Ongoing and effective systems for feedback from stakeholders (including pupils, teachers
and parents) on curriculum content and methods;Confidence in and ownership of change
processes at all levels;Multi-level partnerships involving pupils, teachers, academics, school
administrators and officials;

36  The capacity of individuals and organizations within the education system;

An operating model of effective and implemented practice;

38  Program implementation in public schools is being done in phases starting SY 2012–2013.

Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current
1st year Junior High School students (or Grade 7) are the first to undergo the enhanced
secondary education program. To facilitate the transition from the existing 10-year basic
education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

39  MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY , 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 SYModeling programs offered by these schools are based on
students’ interests, community needs, and their respective capacities.

40  Why are we now implementing 13 years of basic education?

The Philippines is the last country in Asia and one of only three countries worldwide with a 10-
year pre-university cycle (Angola and Djibouti are the other two).A 13-year program is found to
be the best period for learning under basic education. It is also the recognized standard for
students and professionals globally.We are left behind by other countries when it comes to
education

41  What has been done to get ready for K to 12

What has been done to get ready for K to 12? Are we really ready for K to 12?SY : Universal
Kindergarten implementation beginsSY : Enhanced curriculum for Grades 1-7
implemented2013: K to 12 enacted into Law2014: Curriculum for Grades finished

42  Things to Consider in Implementing the Curriculum

43  Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013

Classrooms: DepEd has built 66,813 classrooms from 2010 to There are 33,608 classrooms
completed and undergoing construction in As of DepEd is planning to establish 5,899 Senior
High Schools nationwide. As of June 22, 2015, DepEd has issued provisional permits to 2,847
private schools set to offer Senior High School in 2016.

44  Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items
Teachers: From , DepEd has filled 128,105 new teacher items. DepEd is targeting two kinds of
teachers: those who will teach the core subjects, and those who will teach the specialized
subjects per track.. DepEd will hire 37,000 teachers for Senior High School for 2016 alone.

45  Textbooks: Learning materials are being produced for elementary to junior high.

46  Curriculum: The K to 12 curriculum is standards- and competence-based

Curriculum: The K to 12 curriculum is standards- and competence-based. It is inclusive and built
around the needs of the learners and the community. The curriculum is done and is available
on the DepEd website.It is the first time in history that the entire curriculum is digitized and
made accessible to the public.

47  THANK YOU!!!!