CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber
MODULE 1: Curriculum and The Teacher
LESSON 1: Curriculum in Schools
Sabre-tooth Curriculum – by Harold Benjamin (1939)
◼ Talks about what curriculum was seen as a tradition of
organized knowledge taught in schools of the 19th
century.
◼ Two centuries later, the concept of a curriculum has
broadened to include several modes of thoughts and
experiences.
No formal, non – formal, or informal education exists
without a curriculum.
Curriculum – at the heart of the teaching profession
PHILIPPINE THREE EDUCATIONAL LEVELS:
1. Basic education
▪ Kindergarten, Grade 1 to 6 (elementary), Grade 7 to 10
(junior high school), Grade 11 to 12 (senior high
school)
▪ K to 12 Enhanced Curriculum of 2013
▪ Department of Education
2. Technical Vocational Education
▪ Post-secondary technical vocational educational and
training
▪ By Technical Education and Skills Development
Authority (TESDA)
▪ For the TechVoc track in SHS, DepEd and TESDA
work in close coordination
3. Higher Education
▪ Baccalaureate or Bachelor’s degrees and the
Graduate Degrees (Master’s and Doctorate)
▪ Commission on Higher Education (CHED)
TYPES OF CURRICULA IN SCHOOLS:
1. Recommended Curriculum
▪ Recommendations come in the form of memoranda or
policies, standards, and guidelines.
▪ Basic education: DepEd
▪ Vocational education: TESDA
▪ Higher Education: CHED
Almost all curricula found in our schools are
recommended.
2. Written Curriculum
Other professional organizations or international bodies
like UNESCO also recommend curricula in schools.
▪ Includes documents based on the recommended
curriculum; come in the form of course or study, syllabi,
modules, books, or instructional guides
▪ A packet of this written curriculum is the teacher’s
lesson plan.
The most recent written curriculum is the K to 12 for
Philippine Basic Education.
Lesson plans are considered as the bible for every
teacher.
3. Taught Curriculum
▪ From what has been written or planned, the curriculum
has to be implemented or taught.
▪ Puts life to the written curriculum
▪ The skill of the teacher to facilitate learning based on
the written curriculum with the aid of instructional
materials will be necessary.
Taught curriculum depends on the teaching style of the
teacher and the learning styles of the learners.
4. Supported Curriculum
▪ Support materials to make learning meaningful
▪ Print materials like books, charts, posters, worksheets,
or non- print materials like Power Point presentations,
movies, slides, models, realias, mock- ups, and other
electronic illustrations.
▪ Also includes facilities where learning occurs –
classrooms, science laboratories, museum, plaza, zoo,
etc. – places where authentic learning through direct
experience occur.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber
5. Assessed Curriculum
▪ Taught and supported curricula have to be evaluated
to find out if the teacher succeeded or not in facilitating
learning.
▪ Can either be assessment for learning, assessment as
learning, or assessment of learning
Assessment for learning: to find the progress of learning
Assessment of learning: find out how much has been
learned or mastered
6. Learned Curriculum
▪ We always believe that if a student changed behavior,
he/she has learned – (example: from a non- reader to
a reader)
▪ The positive outcome of teaching is an indicator of
learning.
▪ Measured by tools in assessment, which can indicate
the cognitive, affective, and psychomotor outcomes.
Learned curriculum will also demonstrate higher order and
critical thinking and lifelong skills.
7. Hidden/Implicit Curriculum
▪ Not deliberately planned but has a great impact on the
behavior of the learner.
▪ Peer influence, school environment, media, parental
pressures, societal changes, cultural practices, natural
calamities are some factors that creates hidden
curriculum.
Teachers should be sensitive and aware of this hidden
curriculum. Teachers must have good foresight to include
these in the written curriculum, in order to bring to the
surface what are hidden.
LESSON 2: The Teacher as A Curricularist
Curricularist – in the past, are referred only to those who
developed curriculum theories
According to Sandra Hayes (1991), the most influential
curricularist in America include:
(1) John Dewey
(2) Ralph Tyler
(3) Hilda Taba
(4) Franklin Bobbit
Curricularist – a person who is involved in curriculum
knowing, writing, planning, implementing, evaluating,
innovating and initiating.
Therefore, a teacher is considered as a curricularist.
Classroom – first place of curricular engagement
The first school experience sets the tone to understand the
meaning of schooling through the interactions of learners and
teachers that will lead to learning.
Curriculum – heart of schooling
THE TEACHER AS A CURRICULARIST…
1. Knows the curriculum
▪ Learning begins with knowing.
▪ Teacher knows about the curriculum, the subject
matter or the content.
▪ Mastery of the curriculum – academic knowledge both
formal (disciplines and logic) or informal (experiences,
vicarious and unintended)
▪ Mastery of the subject matter
2. Writes the curriculum
▪ Takes record of knowledge, concepts, subject matter
or content.
▪ The teacher writes books, modules, laboratory
manuals, instructional guides, and reference materials
in paper or electronic media as a curriculum writer or
reviewer.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

3. Plans the curriculum 7. Evaluates the curriculum

▪ It is the role of the teacher to make a yearly, monthly
or daily plan of the curriculum.
▪ Serves as a guide in the implementation of the
curriculum.
▪ Factors to be considered: learners, support material,
time, subject matter or content, desired outcomes,
context of the learners
▪ Determine if the desired learning outcomes have been
achieved, or if the curriculum is working.
▪ Questions like “Should the curriculum be modified,
terminated or continued?”
To be a teacher is to be a curricularist.

4. Initiates the curriculum Cases: Please refer to page 12 (Curriculum Development Book)

▪ Implementation of the new curriculum requires the

open mindedness of the teacher, and the full belief that
the curriculum will enhance learning
MODULE 2: The Teacher as a Knower of
A transformative teacher will never hesitate to try Curriculum
something novel and relevant.
LESSON 1: The School Curriculum –
The teacher is obliged to implement the recommended Definition, Nature and Scope
curriculum.

5. Innovates the curriculum Narrow view of Curriculum:

▪ Creativity and innovation are the hallmarks of an ▪ Listing of subjects to be taught in schools
excellent teacher.
▪ A curriculum is always dynamic; hence it keeps on
changing – one cannot find a single eternal curriculum
Broad view of Curriculum:
that would perpetually fit.
▪ All learning experiences that individuals undergo while
A good teacher, therefore, innovates the curriculum and in school.
thus becomes a curriculum innovator.
Curriculum originates from the Latin word “currere”
referring to the oval track upon which Roman chariots
6. Implements the curriculum raced.

▪ The curriculum that remains recommended or written

will never serve its purpose. Somebody has to
implement it.
▪ An implementor gives life to the curriculum plan.
▪ It is where teaching, guiding, facilitating skills of the
teacher is expected to the highest level.
According to the definition of curriculum in The New
International Dictionary,
“Curriculum is the whole body of a course in an
educational institution or by a department.”

It is here where teaching as a science and as an art will be

observed. It is here, where all the elements of the According to the definition of curriculum in Oxford English
curriculum will come into play. Dictionary,

“Curriculum are courses taught in schools or universities.”

The success of a recommended, well- written and planned
curriculum depends on the implementation.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

SOME DEFINITIONS OF CURRICULUM: focus on the fundamental intellectual disciplines of

1. Daniel Tanner, 1980
▪ Planned and guided set of learning experiences and
intended outcomes through systematic reconstruction
of knowledge
2. Pratt, 1980
▪ Written document that systematically describes goals
and so forth.
3. Schubert, 1987
▪ Contents of a subject, concepts, and tasks to be
acquired, product of culture and an agenda to reform
society
4. Hass, 1987
▪ All of the experiences that individual learners have in a
program of education whose purpose is to achieve
broad goals
5. Grundy, 1987
▪ Programme of activities designed so that pupils will
attain so far as possible certain educational objectives
6. Goodland and Su, 1992
▪ Plan that consists of learning opportunities for a
specific time frame and place, a tool that aims to bring
behavior changes
7. Cronbeth, 1992
▪ Provides answers to three questions: (1) What
knowledge, skills and values are most worthwhile? (2)
Why are they most worthwhile? (3) How should the
young acquire them?
CURRICULUM FROM TRADITIONAL POINTS OF VIEW
1. Robert M. Hutchins
▪ Views curriculum as “permanent studies”
▪ 3Rs (reading, writing and arithmetic) should be
emphasized in basic education
▪ Liberal education should be emphasized in college
2. Arthur Bestor
▪ An essentialist – believes that the mission of the school
should be intellectual training, hence curriculum should
grammar, literature, and writing.
3. Joseph Schwab
▪ Thinks that the sole source of curriculum is a discipline
▪ He coined the word discipline as a ruling doctrine for
curriculum development
4. Phillip Phenix
▪ Curriculum should consist entirely of knowledge which
comes from various disciplines
From the traditional view:
Curriculum can be defined as a field of study. Curriculum is
highly academic and is concerned with broad historical,
philosophical, psychological, and social issues.
CURRICULUM FROM PROGRESSIVE POINTS OF VIEW
1. John Dewey
▪ Believes that education is experiencing.
▪ Unifies curricular elements that are tested by
application
2. Holin Caswell and Kenn Campbell
▪ Viewed curriculum as all experiences children have
under the guidance of teachers
3. Othaniel Smith, William Stanley and Harlan Shore
▪ 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
4. Colin Marsh and George Willis
▪ Viewed curriculum as all the experiences in the
classroom which are planned and enacted by the
teacher and also learned by the students
From the progressive view:
Curriculum can be defined as the total learning
experiences of the individual.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber
SUMMARY OF THE DEFINITIONS OF CURRICULUM:
CURRICULUM
▪ What is taught in school – set of subjects, content,
program of studies, set of materials, sequence of
courses, set of performance objectives (everything that
goes within the school)
▪ What is taught inside and outside of school directed by
the teacher
▪ Series of experiences undergone by learners
Curriculum is the total learning experiences of the
learner, under the guidance of the teacher.
Cases: Please refer to page 18.
LESSON 2: Approaches to School Curriculum
THREE WAYS OF APPROACHING A CURRICULUM:
CONTENT
PROCESS
OUTCOME
I. CURRICULUM AS A CONTENT OR BODY OF
KNOWLEDGE
Curriculum as a topic outline, subject matter, or concepts to be
included in the syllabus or books.
If curriculum is equated as content, then the focus will be
the body of knowledge to be transmitted to students using
appropriate teaching method.
Example: Primary school mathematics curriculum – consists of
topics on addition, multiplication, subtraction, division, distance,
weight and many more.
FOUR WAYS OF PRESENTING THE CONTENT IN THE
CURRICULUM:
1. Topical approach
▪ Content is based on knowledge and experiences are
included
2. Concept approach
▪ Fewer topics in clusters around major and sub
concepts and their interaction with relatedness
emphasized
3. Thematic approach
▪ Combination of concepts that develop conceptual
structures
4. Modular approach
▪ Leads to complete unit of education
CRITERIA IN THE SELECTION OF CONTENT
S V U L F I
1. Significance
▪ Information explosion
▪ Content should contribute to ideas, concepts,
principles, and generalization that should attain the
overall purpose of the curriculum.
2. Validity
▪ The authenticity of the subject matter forms its validity
▪ Content which may be valid in its original form may not
continue to be valid in the current times
3. Utility
▪ Usefulness
▪ Can be relative to time – may have been useful in the
past but may not be useful now or in the future
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

4. Learnability
▪ Complexity of the content within the range of
experiences of the learners (base on the psychological
principles of learning).
▪ Appropriate organization of content standards and
sequencing of contents are two basic principles that
would influence learnability.
5. Feasibility
▪ Subject content can be learned within the time allowed,
resources available, expertise of the teachers and the
nature of the learners.
6. Interest
▪ Learners take interest in the content
▪ Contents are meaningful
▪ One of the driving forces for students to learn better
3. Sequence
▪ Logical arrange of the content
▪ Vertically: deepening the content
▪ Horizontally: broadening the same content
4. Integration
▪ Ways of relatedness or connectedness to other content
▪ Contents should be infused in other discipline
whenever possible
▪ Provide holistic or unified view of curriculum instead of
segmentation
5. Continuity
▪ Curriculum should continuously flow as it was before,
to where it is now, and where it will be in the future.
▪ Should be perennial – endures time
▪ Constant repetition reinforcement and enhancement of
the content are elements of

BASIC Principles of Curriculum Content II. CURRICULUM AS A PROCESS

Palma, 1952 Curriculum is seen as a verb or an action.

▪ Propose the principle of BASIC as a guide in ▪ It is the interaction among the teachers, students, and
addressing content in the curriculum content.
▪ Analogy: recipe – content; cooking – process
▪ HOW to teach the content
B A S I C
Curriculum as a process is seen as a scheme about the
practice of teaching. The process of teaching and learning
becomes the central concern of teachers to emphasize
BALANCE ARTICULATION SEQUENCE INTEGRATION CONTINUITY critical thinking, meaning- making and heads- on, hands-
on doing and many others.

Example of Curriculum Approaches as a Process:

1. Balance
1. Problem- based
▪ Contents should be fairly distributed in depth and
breadth. 2. Hands- on, Minds- on
▪ Guarantee that significant content should be covered 3. Cooperative Learning
to avoid too much or too little of the contents needed
within time allocation 4. Blended Curriculum

2. Articulation 5. On- line

▪ Smooth connections or bridging should be provided 6. Case- based

▪ This will assure no gaps or overlaps in the content
▪ Seamlessness
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

III. CURRICULUM AS A PRODUCT 1. Curriculum Planning

▪ Considers the school vision, mission, and goals
▪ Philosophy or strong education, belief of the school
Product – learning outcomes
Products of learning: knowledge, skills, and values
2. Curriculum Designing

Central to the approach is the formulation of behavioral ▪ The way curriculum is conceptualized to include the
objectives states as intended learning outcomes or desired selection and organization of content, learning
products. experiences and assessment procedure

Cases: Please refer to page 25 3. Curriculum Implementing

▪ Putting into action the plan which is based on the
curriculum design
▪ Curriculum as design guides to what will transpire in
LESSON 3: Curriculum Development:
the classroom
Processes and Models ▪ Activities in the classroom

Curriculum development – dynamic process involving many

different people and procedures 4. Curriculum Evaluating
▪ Development should be purposeful, planned, and ▪ Determines the extent to which the desired outcomes
progressive have been achieved
▪ Formative (ongoing) or summative (mastery of
learning)
▪ Will determine the factors that have hindered or
supported the implementation
Curriculum ▪ Result of evaluation is very important for decision
Planning
making of curriculum planners and implementors.

CURRICULUM DEVELOPMENT PROCESS MODELS

Curriculum
Design

1. Ralph Tyler Model: FOUR BASIC PRINCIPLES

▪ Also known as Tyler’s Rationale
Curriculum ▪ Emphasizes the planning phase
Implementation
▪ Book: Basic Principles of Curriculum and Instruction

4 Fundamental Principles:
Curriculum
Evaluation
Purposes of the school

Educational experiences related to the purpose

Organization of the experiences

Evaluation of the experiences

CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

2. Hilda Taba: Grassroots Approach

▪ Teachers should participate in developing a LESSON 4: Foundations of Curriculum
curriculum. Development
▪ Begins from the bottom, rather than from the top (as
what Tyler proposed)
I. PHILOSOPHICAL FOUNDATIONS

7 Major Steps: LINEAR MODEL

Diagnosis of learners' needs and expectations
Formulation of learning objectives
Selection of learning contents
Organization of learning contents
Key questions:
“What schools are for?”
“What subjects are important?”
“How should students learn?”
“What methods should be used?”

Selection of learning experiences PHILOSOPHIES IN EDUCATION (Ornstein and Hunkins,

2004)
Determination of what to evaluate
A. PERENNIALISM
Means of evalution
▪ Aim: To educate the rational person; cultivate intellect
3. Galen Saylor and William Alexander Curriculum Model ▪ Role: Teachers assist students to think with reason
▪ Focus: classical subjects, literary analysis – curriculum
▪ Saylor and Alexander (1974) viewed curriculum is enduring
development as consisting of four steps. ▪ Trends: use of great books and Liberal Arts
▪ “plan for providing sets of learning opportunities to
achieve broad educational goals and related specific
objectives”
B. ESSENTIALISM
4 STEPS

▪ Aim: To promote intellectual growth of learners to

1
• Goals, Objectives and Domains become competent
▪ Role: Teachers are sole authorities

2
• Curriculum Designing ▪ Focus: Essential skills of the 3Rs; essential subjects
▪ Trends: Back to basics, excellence in education,
cultural literacy
3
• Curriculum Implementation
C. PROGRESSIVISM
4 • Evaluation
▪ Aim: Promote democratic social living
▪ Role: Teachers lead for growth and development of
lifelong learners
▪ Focus: Interdisciplinary subjects, learner – centered,
outcomes- based
▪ Trends: Equal opportunities for all, contextualized
curriculum, humanistic education
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

D. RECONSTRUCTIONISM 6. Ralph Tyler

▪ Aim: To improve and reconstruct society, education for
change
▪ Role: Teacher acts as agents of change and reforms
▪ Focus: Present and future educational landscape
▪ Trends: School and curricular reform, global education,
collaboration and convergence, standards and
competencies
II. HISTORICAL FOUNDATIONS
1. Franklin Bobbit
▪ Started the curriculum development movement
▪ Curriculum is a science – emphasizing on students’
needs
▪ Prepares learners for adult life
2. Werret Charters
▪ Curriculum is a science and an extension of school’s
philosophy.
▪ Subject matter is organized in terms of knowledge,
skills, and values
▪ Curriculum aims to educate generalists and not
specialists.
7. Hilda Taba
▪ Contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum
▪ Lay the foundation for diverse student population
8. Peter Oliva
▪ Curriculum change is a cooperative endeavor.
▪ Teachers and curriculum specialists constitute the
professional core of planners
▪ Significant improvement is achieved through group
activity

▪ Objectives and activities should match

▪ Subject matter relates to objectives III. PSYCHOLOGICAL FOUNDATIONS
▪ Similar view with Bobbit

ASSOCIATION AND BEHAVIORISM

3. William Kilpatrick
1. Ivan Pavlov
▪ Curricula are purposeful activities which are child-
▪ Classical Conditioning
centered
▪ S-R Theory (foundation of learning practice called
▪ Purpose of curriculum is child development and growth
indoctrination)
▪ Develops social relationships and small group
▪ The key to learning in early years of life is to train them
instruction
what you want them to become.

4. Harold Rugg
2. Edward Thorndike
▪ Curriculum should develop the whole child.
▪ Connectionism Theory
▪ Suggested that the teacher plans curriculum in
▪ Three Laws of Learning: Law of Readiness, Exercise,
advance.
and Effect
▪ Specific stimulus has specific response

5. Hollis Caswell
▪ Curriculum is organized around social functions
▪ Curriculum is a set of experience.
3. Robert Gagne
▪ Hierarchical Learning Theory
▪ Behavior is based on prerequisite conditions
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

COGNITIVE INFORMATION ▪ A child whose basic needs are not met will not be
interested in acquiring knowledge of the world.
PROCESSING THEORY
▪ He put importance to human emotions based on love
4. Jean Piaget and trust.
▪ Key to learning: produce a healthy and happy learner
▪ Cognitive development has stages from birth to – actualize his or her human self.
maturity
▪ Keys to learning: assimilation, accommodation,
equilibration 10. Carl Rogers
▪ Nondirective and therapeutic Learning
5. Lev Vygotsky ▪ Established counselling procedures and methods for
facilitating learning
▪ Cultural transmission and development ▪ Key to learning: curriculum is concerned with process,
▪ Learning precedes development not product; personal needs, not subject matter;
▪ Sociocultural development theory psychological meaning, not cognitive scores.
▪ Pedagogy creates learning processes that leads to
development
▪ Child is an active agent in his or her educational
process. IV. SOCIAL FOUNDATIONS

6. Howard Gardner 1. Schools and Society

▪ Gardner’s multiple intelligences ▪ Society as a source of change.

▪ Eight intelligences ▪ Schools as agents of change.
▪ Knowledge as an agent of change.

7. Daniel Goleman
2. John Dewey
▪ Emotion contains the power to affect action.
▪ Emotional Quotient ▪ Considered two fundamental elements – schools and
civil society – to be major topics needing attention and
reconstruction to encourage experimental intelligence
HUMANISTIC PSYCHOLOGY and plurality.

8. Gestalt Theory
▪ Learning is explained in terms of “wholeness” of the
problem
▪ Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli.
▪ Learning is complex and abstract.
▪ Learners analyze, discriminate (between essential and
non- essential), and perceive relationships.
▪ Learners will perceive something in relation to the
whole. What/How they perceive is related to their
previous experiences.
3. Alvin Toffler
▪ Wrote Future Shock
▪ Believed that knowledge should prepare students for
the future
▪ Home Schooling – suggested that parents might have
the resources to teach prescribed curriculum from
home as a result of technology, not in spite of it.

9. Abraham Maslow
▪ Self- Actualization Theory
▪ Classic theory of Human Needs
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

Intended Learning Outcomes

MODULE 3: The Teacher as a Curriculum
Designer ▪ Learning outcomes need to be achieved

LESSON 1: Fundamentals of Curriculum Subject Matter

Designing
▪ Content

PETER OLIVA’S 10 AXIOMS FOR CURRICULUM Teaching- Learning Methods

DESIGNERS ▪ Learning experiences and resources employed

Curriculum change is
inevitable, necessary, and
desirable. Assessment of Achieved Learning Outcomes
▪ Measurement of learning outcomes
Curriculum is a product of
its time.

ELEMENTS OR COMPONENTS OF A CURRICULUM

DESIGN
Curriculum changes made
earlier can exist
concurrently with newer
curriculum changes.
I. Behavioral Objectives or Intended Learning Outcomes

Curriculum change ▪ Begin with the end in view

depends on people who ▪ The beginning of the learning journey is the learning
will implement the change.
outcomes to be achieved.
▪ Bloom’s taxonomy of objectives (cognitive)
Curriculum development is
▪ Krathwohl taxonomy (affective)
a cooperative group ▪ Simpson (psychomotor)
activity.

Curriculum development is
a decision- making process
made from choices of
alternatives. S M A R T

Curriculum development is
an ongoing process. SPECIFIC, MEASURABLE, ATTAINABLE, RESULT-
ORIENTED, AND TIME BOUND

Curriculum development is
more effective if it is a
comprehensive process, II. Content/Subject Matter
rather than a "piecemeal".

▪ Topic to be covered
Curriculum development is ▪ Should be relevant to the outcomes
more effective when it
follows a systematic
▪ Appropriate to the level of the lesson or unit
process. ▪ Should be up to date and reflect current knowledge and
concepts
Curriculum development
starts from where the
curriculum is.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

III. References 3. Teacher assessment

▪ Follows the content
▪ Tells where the content or subject matter has been
taken
IV. Teaching and Learning Methods
▪ Activities where the learners derive experiences
▪ Good to keep in mind the teaching strategies that
students will experience and make them learn
▪ Teacher prepares and administers tests and gives
feedback on the student’s performance.
Assessment may be formative:
- Providing feedback to help the student learn more
Assessment may be summative:
- Expressing a judgement on the student’s achievement
by reference to stated criteria

(a) Cooperative Learning

▪ Allow students to work together
▪ Democratic process is encouraged and each one
contributes to the success of learning MAJOR COMPONENTS OF A COURSE DESIGN OR
▪ Students learn from each other. SYLLABUS:

(b) Independent Learning 1. Intended Outcomes (Objectives)

▪ Allow learners to develop personal responsibility

▪ More appropriate for fast learners 2. Content/Subject Matter (with references)

3. Methods/Strategies (with needed resources)

(c) Competitive activities
▪ Students will test their competencies against another 4. Evaluation (means of assessment)
in a healthy manner allow learners to perform to their
maximum.

IV. Assessment/Evaluation LESSON 2: Approaches to Curriculum

▪ Learning occurs most effectively when students Designing
receive feedback.

TYPES OF CURRICULUM DESIGN MODELS

THREE MAIN FORMS OF ASSESSMENT:
1. Self- assessment
▪ Students learn to monitor and evaluate their own SUBJECT DESIGN

learning.

LEARNER-
CENTERED
2. Peer assessment DESIGN

▪ Students provide feedback on each other’s learning.

PROBLEM-
▪ Extension of self- assessment and presupposes trust CENTERED

and mutual respect.

DESIGN
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

3. Correlation Design
1. SUBJECT- CENTERED DESIGN
▪ Correlated curriculum design links separate subject
designs in order to reduce fragmentation.
▪ Focus on the CONTENT ▪ Subject are related to one another and still maintain
▪ Corresponds mostly to the textbooks their identity.
▪ Henry Morrison and William Harris ▪ Example: English literature and social studies correlate
well in the elementary level
Most of the schools using this kind of structure and
curriculum design aim for excellence in the specific
subject discipline content. 4. Broad field design/Interdisciplinary
▪ Variation of the subject – centered design
▪ Made to cure compartmentalization of the separate
VARIATIONS OF SUBJECT- CENTERED CURRICULUM subjects and integrate the contents that are related to
one another
▪ Holistic curriculum – draw around themes and
Subject Design Discipline Design integration
▪ Interdisciplinary design – similar to thematic design,
where a specific theme is identified, and all other
Broad subject areas revolve around the theme.
Correlation Design
field/Interdisciplinary
Example: Geography, economics, political science,
1. Subject Design anthropology, sociology, and history are fused into one
subject called Social Studies.
▪ Oldest and the most familiar design for teachers,
parents, and other laymen
▪ Easy to deliver
▪ Drawback of this design is that sometimes learning is
so compartmentalized – stresses so much the content 2. LEARNER- CENTERED DESIGN
and forgets about students’ natural tendencies,
interests, and experiences. ▪ Learner is the center of the educative process.
▪ Traditional approach ▪ This emphasis is very strong in the elementary level.

Teacher becomes the dispenser of knowledge, and the

learners are the empty vessel. VARIATIONS OF LEARNER- CENTERED CURRICULUM

Child- centered Experience-

Design centered Design
2. Discipline Design
▪ Related to subject design Humanistic
▪ Focuses on academic disciplines (while subject design Design
focuses on cluster of content)
▪ Discipline: refers to specific knowledge learned
through a method which the scholars use to study a
specific content of their fields. 1. Child- centered Design
▪ Often used in college
▪ Attributed to the influence of John Dewey, Rouseau,
Pestallozi, and Froebel
Example: Students in history should learn the subject ▪ Anchored on the needs and interests of the child
matter like historians. ▪ Learner is not passive but engages with his/her
environment.
▪ Learning by doing
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber
2. Experience- centered Design
▪ Similar to child- centered design
▪ Believes that the interests and needs of learners
cannot be pre- planned
▪ Experiences of the learners become the starting point
of the curriculum
▪ Learners are made to choose from various activities
that the teacher provides.
▪ The emergence of multiple intelligence theory blends
well with experience- centered design curriculum.
Learners shape their own learning from the different
opportunities given by the teacher.
3. Humanistic Design
▪ Influenced by Abraham Maslow and Carl Rogers
▪ Maslow’s theory: a person who achieves this level is
accepting of self, others, and nature (self-
actualization)
▪ Rogers believed that a person can enhance self-
directed learning by improving self- understanding, the
basic attitude to guide behavior.
▪ Considers cognitive, psychomotor, and affective
domains
▪ Development of self- concept and interpersonal skills.
The development of self is the ultimate objective of
learning.
3. PROBLEM- CENTERED DESIGN
▪ Draws on social problems, needs, interests and
abilities of the learners
Life- situations
Design
Core- problem
Design
1. Life- situations Design
▪ Uses the past and present experiences of learners as
a means to analyze the basic areas of living
▪ Connection of subject matter to real situations
increases the relevance of the curriculum.
2. Core problem Design
▪ Centers on general education and the problems ae
based on the common human activities
▪ Common needs, problems, and concerns of the
learners
APPROACHES TO CURRICULUM DESIGN
CHILD OR
LEARNER-
CENTERED
APPROACH
SUBJECT-
CENTERED
APPROACH
PROBLEM-
CENTERED
APPROACH
CHILD OR LEARNER- CENTERED APPROACH
▪ Learner is the center of the educational process.
▪ Curriculum is constructed based on the needs,
interests, purposes, and abilities of the learners.
SUBJECT- CENTERED APPROACH
▪ Prescribes separate distinct subjects for every
educational level: basic education, higher education or
vocational- technical education
▪ Primary focus is the subject matter – mastery of the
subject matter in terms of content
▪ Bits and pieces of information
▪ Learning means accumulation of content or knowledge
▪ Teacher’s role is to dispense knowledge.
PROBLEM- CENTERED APPROACH
▪ Based on a design which assumes that in the process
of living, children experience problems.
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▪ Problem solving enables the learners to become
increasingly able to achieve complete or total
development as individuals
▪ Developing every learner to be independent – capable
of directing and guiding themselves
▪ Assume civil responsibilities – learners are problem
solvers
▪ Case study and practical work are the teaching
strategies.
Cases: Please refer to page 56
LESSON 3: Curriculum Mapping
▪ Curriculum Mapping – process or procedure that
follows curriculum designing.
▪ Done BEFORE curriculum implementation
▪ Introduced by Heidi Hayes Jacobs (2004)
Key questions:
“What do my students learn?”
“What do they study in the first quarter?”
“What are they studying in the school throughout the year?”
CURRICULUM MAPPING PROCESS
1. Matrix or spreadsheet
2. Timeline
3. Intended learning outcomes
4. Same matrix in the content areas to be covered.
5. Align and name each resource available.
6. Teaching- learning methods to be used
7.Align assessment procedure to the outcomes
8. Circulate the map among involved personnel
9. Revise and refine map
Curriculum maps – visual timelines that outline desired
learning outcomes to be achieved, contents, skills and
values taught, instructional time, assessment to be used,
and the overall student movement towards the attainment
of the intended outcomes.
Horizontal alignment
– sometimes called “pacing guide” will make all teachers,
teaching the same subject in a grade level follow the same
timeline and accomplishing the same learning outcomes.
▪ This is necessary for state- mandated, standard- based
assessment that we have in schools.
Vertical alignment
– concept development which may be in hierarchy or in spiral
form does not overlap but building from a simple to more
complicated concepts and skills.
MODULE 4: The Teacher as Curriculum
Implementor and Manager
LESSON 1: Implementing the Designed
Curriculum as a Change Process
Curriculum Implementation
▪ The phase where teacher action takes place
▪ The other half of the success of curriculum
development rests in the hands of the implementor
who is the teacher
Curriculum implementation – means putting into practice
the written curriculum that has been designed in syllabi,
course of study, curricular guides, and subjects.
▪ Implementation should bring the desired change and
improvement (Loucks and Libearman, 1983)
CURRICULUM IMPLEMENTATION AS A CHANGE
PROCESS
Kurt Levin’s Force Field Theory and Curriculum Change
▪ Kurt Levin – Father of Social Psychology
▪ Explains the process of change
▪ Two force that always oppose each other: driving force
and the restraining force
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2. Alteration
▪ There is a minor change to the current curriculum

Driving Restraining 3. Restructuring

Force Force
▪ Major change or modification in the school system,
degree program or educational system
▪ Example: Blended curriculum, In- school Off- school

4. Perturbations
a. When these two forces are equal, the state is equilibrium.
▪ Changes that are disruptive, but teachers have to
▪ Status quo – no change
adjust to them within a fairly short time.
▪ Example: If there is a need to catch up with the national
testing time, the teacher has to shorten schedule to
b. When driving force overpowers the restraining force, then accommodate unplanned extracurricular activities
change will occur.

5. Value orientation
c. When restraining force overpowers the driving force, then
change is prevented. ▪ Shift in the emphasis that the teacher provides which
are not within the mission or vision of the school or vice
versa
According to Levin, change will be better if the restraining ▪ Example: teacher induction programs for newly hired
forces shall be decreased, rather than increasing the teachers
driving force.

CURRICULUM IMPLEMENTATION should be:

CATEGORIES OF CURRICULUM CHANGE
Developmental
Participatory
SUBSTITUTION ALTERATION RESTRUCTURING
Supportive

VALUE 1. Developmental
PERTURBATIONS
ORIENTATION
▪ Should develop multiple perspectives, increase
integration, and make learning autonomous
▪ Orientation and preparation
▪ There will be continuous reflection, feedback, and
refinement
1. Substitution
▪ Current curriculum will be replaced or substituted by a 2. Participatory
new one.
▪ Complete overhaul – not a revision ▪ Other stakeholders are necessary
▪ Trust among key players should also be sought as this
is a positive starting point.
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3. Supportive
▪ Material support – like supplies, equipment, and
environment
▪ Human support – school leader should provide
For any innovation to be fully implemented, period of three
to five years to institutionalize a curriculum is suggested.
3. Applying
▪ Use concept in new situation
4. Analyzing
▪ Separate materials or concepts into component parts
▪ Distinguish facts and inferences

5. Evaluating
LESSON 2: Implementing a Curriculum Daily
in the Classrooms ▪ Make judgements

6. Creating
DepEd Order no. 70 s. 2021 ▪ Build a structure or pattern from various elements
▪ Put parts together to create a whole
▪ Teachers of all public elementary and secondary
schools will not be required to prepare detailed lesson
plans.
▪ They may adopt lesson logs, teacher guides (TG), and LEVELS OF KNOWLEDGE
teacher manual (TM) reference material
▪ However, teachers with less than 2 years of teaching
experience shall be required to prepare Daily Lesson 1. Factual Knowledge
Plans which includes the ff:
▪ Ideas, specific data, or information
I. Objectives
II. Subject Matter
III. Procedure 2. Conceptual Knowledge
IV. Assessment
▪ Facts that interrelate with each other to function
V. Assignment
together
▪ Words or ideas known by a common name, common
features
BLOOMS TAXONOMY VS. ANDERSON’S TAXONOMY

BLOOM’S TAXONOMY ANDERSON

TAXONOMY 3. Procedural Knowledge
Evaluation Creating ▪ How things work, step- by- step actions, methods of
Synthesis Evaluating inquiry
Analysis Analyzing
Application Applying
Comprehension Understanding 4. Metacognitive Knowledge
Knowledge Remembering
▪ Knowledge of cognition in general, awareness of
knowledge of one’s own cognition, thinking about
1. Remembering thinking
▪ Recall or retrieve previously learned information

2. Understanding
▪ Comprehend, translate, state problem in own words
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I. Subject Matter Hearing lectures

▪ Body of knowledge ▪ 20% is remembered
▪ WHAT to teach

Reading
II. Procedure or Methods and Strategies
▪ 10% is remembered
▪ Crux of curriculum implementation
▪ Put life to the intended outcomes and subject matter
LESSON 3: The Role of Technology in
Delivering the Curriculum
EDGAR DALE’S CONE OF EXPERIENCES

e- Philippine plan
▪ “an electronically enabled society where all citizens live
in an environment that provides quality education,
efficient government services, greater sources of
livelihood and ultimately a better way of life through
enhanced access to appropriate technologies.”

ICT – Information and Communications Technology

Instructional media
▪ May be referred as media technology or learning
Direct purposeful experience technology
▪ Learning by doing
▪ 90% of learning is retained FACTORS IN TECHNOLOGY SELECTION
▪ Examples: field trip, community immersion, practice
teaching
1. Practicality

Participation in class activities ▪ Is hardware or software already prepared or available?

▪ 70% of learning is remembered

▪ Example: small group discussions, buzz sessions, role
2. Appropriateness
play
▪ Suitable to learners
▪ Amusement or learning
Passive participation
▪ 50% will retain 3. Activity/Suitability
▪ Watching a movie, exhibits
▪ Fit the instructional event

Looking at still pictures, paintings, and illustrations

4. Objective- matching
▪ 30% retention
▪ Help in achieving the learning objectives
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Schedule: MWF
By: Louray Jean A. Bereber

THE ROLE OF TECHNOLOGY IN CURRICULUM 1. Learners

DELIVERY ▪ At the core of the curriculum
▪ Degree of involvement depends on their maturity
▪ Learners make the curriculum alive.
THREE CURRENT TRENDS OF EDUCATION IN THE
FUTURE:
2. Teachers
Education is cultivation
Paradigm shift (teacher of knowledge not ▪ Curricularists
to student- centered) simply delivering of ▪ Plan, design, teach, implement, and evaluate
facts. curriculum
▪ The most important person in curriculum
implementation.

Increase in the use of

ICT
1. Upgrade the quality of teaching and learning
2. Increase the capability of teachers
3. Broadening the delivery of education
4. Revolutionizing the use of technology to boost educational
paradigm shifts for holistic learning.
Hypermedia – multimedia packages
▪ Includes tutorial packages, webpages, simulation
games
3. School Leaders
▪ Curriculum managers
▪ Assist the teachers and students in the implementation
▪ Convincing parents on the merits of the new curriculum
is the job of the school heads
4. Parents
▪ School partners
▪ School engages the cooperation of parents (example:
Brigada Eskwela)
▪ May not be directly involved in curriculum
implementation but they are formidable partners for the
success of any curriculum development endeavor
▪ The home is the extended school environment –
parents follow- up lessons
▪ In School Based Management, parents’ organization
are supported.

LESSON 4: Stakeholders in Curriculum

Implementation 5. Community
▪ Curriculum resource and learning environment
CURRICULUM STAKEHOLDERS ▪ “It takes the whole village to educate a child.” (Hillary
Clinton)
▪ School is in the community, hence, the community is
the extended school ground
Learners Teachers School Leaders ▪ The community is the reflection of the school’s
influence, and the school is a reflection of the
community support.
Government and
Parents Community Non government
Agencies 6. Other stakeholders
▪ Agencies or organizations involved in planning, design,
implementation and evaluation of the school
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Schedule: MWF
By: Louray Jean A. Bereber

(a) Government Agencies CURRICULUM EVALUATION: A PROCESS AND A

▪ DepEd, TESDA, CHED – trifocalized agencies that
have regulatory and mandatory authorities over the
implementation of the curricula
▪ PRC and CSC – certifies and issues teaching licenses
▪ LGUs – construct school buildings, provide equipment
(they are the big supporters in the implementation of a
school curriculum)
(b) Non- government Agencies
▪ Gawad Kalinga
▪ Synergia
▪ Metrobank Foundation, and etc.
▪ PAFTE (Philippine Association for Teachers and
Educators)
▪ SUCTEA (State Universities and Colleges Teacher
Educators Association)
TOOL
Evaluation
▪ Both a PROCESS and a TOOL
▪ Process – it follows a procedure based on models and
frameworks
▪ Tool – help teachers judge the worth and merit of the
program
DEFINITIONS OF CURRICULUM EVALUATION:
1. Ornstein, A. & Hunkins, F. (1998)
▪ Process done in order to gather data that enables one
to decide whether to accept, change, eliminate the
whole curriculum of a textbook

2. McNeil, J. (1977)
MODULE 5: Curriculum Evaluation and the ▪ Did planned learning opportunities, programmes, etc.
Teacher actually produced desired results?
▪ How can a curriculum be improved?
LESSON 1: What, Why and How to Evaluate a
Curriculum 3. Gay, K. (1985)
▪ Identify the weaknesses and strengths as well as
Curriculum Evaluation problems encountered in the implementation, to
improve the curriculum development process\
Curriculum
Curriculum
Program
Program
Component 4. Oliva, P. (1988)
Evaluation (CPE)
Evalutaion (CPCE)
▪ Process of delineating, obtaining, and providing useful
information for judging alternatives for purposes of
modifying, or eliminating the curriculum.
1. Curriculum Program Evaluation (CPE)
▪ Focus on the overall aspects of a curriculum or the REASONS FOR CURRICULUM EVALUATION:
curriculum itself – the big curriculum program
(example: K to 12, Outcomes Based Education) 1. Identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design, or
implementation – needs assessment
2. Curriculum Program Component Evaluation (CPCE)
▪ Separate evaluation of: 2. Tell if the designed or implemented curriculum can produce
(a) achieved learning outcomes or is producing the desired results – monitoring
(b) curriculum process (teaching methods)
(c) instructional materials
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3. Guide whether the results have equalled or exceeded the (c) evaluation instruments/tools
standards, thus can be labelled as success – terminal
assessment (d) utilization of tool
(e) analysis of results

4. Provides information necessary for teachers, school (f) utilization of results

managers, curriculum specialist for policy recommendation that
will enhance achieved learning outcomes – basis for decision
making 3. Daniel Stufflebeam’s Context, Input, Process, Product Model
(CIPP)

CURRICULUM EVALUATION MODELS ▪ Emphasize that the result of evaluation should provide
data for decision making

▪ 4 stages of program operation:

Curriculum models by Tyler and Taba
end with evaluation. Context Input
1. Bradley Effectiveness Model
Evaluation Evaluation
▪ Indicators include:
(a) vertical curriculum continuity – what is being taught in Process Product
the grade/year levels Evaluation Evaluation
(b) horizontal curriculum continuity – common to all classes
of the same grade level (a) context evaluation – assess needs and problems in the
context for decision makers to determine the goals and
(c) instruction based on curriculum – lesson plans, syllabi objectives of the program/curriculum
derived from the curriculum and strategies, correlation with
objectives (b) input evaluation – assess alternative means based on
the inputs for the achievement of objectives to help decision
(d) broad involvement – involvement of curriculum makers to choose options for optimal means
stakeholders
(c) process evaluation – monitors the processes
(e) long range planning – review cycle followed within the
period of planning and implementation of the curriculum (d) produce evaluation – compares actual ends with
intended ends and leads to a series of recycling decisions
(f) positive human relations – initial thoughts about the
curriculum come from teacher, principals, leaders and other STAGES OF CIPP MODEL STEPS IN ALL STAGES
stakeholders 1. Context Evaluation 1. Identify the kind of
decision to be made
(g) theory into practice – clarity of vision, mission,
philosophy in the curriculum 2. Input Evaluation 2. Identify the kinds of data to
(h) planned change – tangible evidence to show that the make that decision
internal and external publics accept the developed program
3. Process Evaluation 3. Collect data.

4. Establish the criteria to

2. Tyler Objectives Centered Model 4. Product Evaluation determine the quality of data.
▪ Based on monograph of Tyler: Basic Principles of
Curriculum and Instruction 5. Analyze data based on
▪ Has curriculum elements: criteria
6. Organize needed
(a) objectives/intended learning outcomes information needed for
decision makers.
(b) situation or context
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Schedule: MWF
By: Louray Jean A. Bereber
4. Stake Responsive Model
▪ Oriented more directly to program activities than
program intents
▪ Evaluation focuses more on the activities rather than
intent or purposes.
5. Scriven Consumer Oriented Evaluation
▪ Michael Scriven introduced this evaluation.
▪ Uses criteria and checklist as a tool for either formative
or summative evaluation purposes
▪ Example: Instructional Material Review
LESSON 2: Curriculum Evaluation Through
Learning Assessment
1. Achieved Learning Outcomes
▪ Defined in outcomes- based education as a product of
what have been intended in the beginning of the
learning process
▪ Indicator of accomplished learning outcomes –
standards and competencies are used as the
indicators and measures of these outcomes
PHILIPPINE QUALIFICATION FRAMEWORK (PQF)
▪ A standard which will be aligned to the ASEAN
Reference Qualification Framework (ARQF) for the
comparability of the learning outcomes at the different
levels of educational ladder.
The Philippine Educational System is divided into EIGHT
LEVELS (which are based on three domains – (1)
Knowledge, Skills and Values, (2) Application, (3)
Responsibility.
After finishing GRADE 11, the learner must have achieved
LEVEL 1
▪ Possess functional knowledge across learning areas
with CORE COMPETENCIES
▪ Have an understanding of right and wrong
▪ Apply skills in LIMITED SITUATIONS WITH CLOSE
SUPERVISION
GRADE 12 – labelled as LEVEL 2
▪ Possess functional knowledge across learning areas
and TECHNICAL SKILLS in chosen career tracks
▪ Have an understanding of right and wrong
▪ Apply skills in VARIED SITUATIONS WITH MINIMAL
SUPERVISION
PQF 6 PQF 7 PQF 8
(Baccalaureate) (Master's) (Doctorate)
Baccalaureate
▪ KSV: Broad and COHERENT knowledge
▪ Application: Apply in PROFESSIONAL WORK
▪ Degree of Independence: Independent or teams
Master’s Degree
▪ KSV: Broad and DEEP, SPECIFIC knowledge
▪ Application: Apply in PROFESSIONAL WORK AND
RESEARCH
▪ Degree of Independence: Independent
Doctorate Degree
▪ KSV: Generates NEW KNOWLEDGE
▪ Application: LEADER or INITIATOR
▪ Degree of Independence: Highly independent, leads
and initiates
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By: Louray Jean A. Bereber

KNOWLEDGE, PROCESS, UNDERSTANDING, II. Subjective Test

PERFORMANCE (KPUP) – Levels of Learning (a) Essay
Outcomes
▪ Restricted Response item
▪ Extended Response item

ASSESSMENT TOOLS FOR AUTHENTIC LEARNING

UNDERSTANDI PRODUCT/PER
KNOWLEDGE PROCESS
NG FORMANCE PERFORMANCE AND PRODUCTS

1. Checklist
▪ Tool that consists of a list of qualities that are expected
Level 1 KNOWLEDGE
to be observed as present or absent
▪ Factual, conceptual, procedural, metacognition
▪ Example: parts of the body, how to dissect a frog
2. Rating Scale
▪ Uses a scale in a number line as a basis to estimate
Level 2 PROCESS
the numerical value of a performance or a product
▪ Skills that students use based on facts and information
for making meaning and understanding
▪ Example: identify the parts after dissecting it 3. Rubrics for Portfolio
▪ Portfolio – compilation of the experiences as authentic
learning outcomes presented with evidence and
Level 3 UNDERSTANDING
reflections.
▪ Big ideas or concepts
▪ Example: relationship of the elements of weather and
climate change LEVELS OF ASSESSMENT FOR THE LEVELS OF
LEARNING OUTCOMES

Level 4 PRODUCT/PERFORMANCE
Through DepEd Order 73 s. 2012
▪ Products or performances as evidence of learning
▪ Example: portfolio, create a play, research report – levels of learning outcomes are also the levels
of assessment
– The levels of assessment also follow the
levels of thinking skills from lower level to
ASSESSMENT TOOLS FOR KNOWLEDGE, PROCESS,
higher level
and UNDERSTANDING

Level 1 KNOWLEDGE
I. Objective Tests
▪ Who, What, When, How, Why
(a) Pencil- and- Paper Test
▪ Percentage Value in Assessment: 15%
▪ Simple recall
▪ Alternative response test (True or False, Yes
or No) Level 2 PROCESS
▪ Multiple Choice
▪ Matching Type (Perfect, Imperfect) ▪ Constructed meaning from Knowledge
▪ Percentage Value in Assessment: 25%
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Level 3 UNDERSTANDING
▪ Explanations, Interpretations, Applications, Empathy,
Perspective, and Self Knowledge
▪ Percentage Value in Assessment: 30%

Level 4 PRODUCT/PERFORMANCE Note:

▪ Transfer of understanding to life situations Written Work – may include Level 1 to Level 3
▪ Percentage Value in Assessment: 30%
Performance Tasks – may include Level 2 and Level 4

Knowledge 15% Quarterly Exam – Level 1 to Level 4

Process 25%
Understanding 30%
Product/Performance 30% HOW ARE GRADES COMPUTED AT THE END OF THE
SCHOOL YEAR?
Grade 1 to 10
▪ The average of the quarter grades produce the end of
LEVELS OF PROFICIENCY the year grade.
▪ The general average is computed by dividing the sum
BEGINNING • 74 and below of all final grades by the total number of learning areas.
Each learning area has equal weight.
DEVELOPING • 75- 79
APPROACHING
PROFICIENCY • 80- 84
PROFICIENT • 85- 89
ADVANCED • 90 above

PLACING VALUE TO THE ASSESSMENT RESULTS IN Grade 11 to 12

THE NEW GRADING SYSTEM (DepEd Order 8 s. 2015)
▪ The average of the Quarterly Grade produces the
semestral grade.
▪ The General Average is computed by dividing the sum
Kindergarten of all semestral Final Grades by the Total Number of
▪ Checklist, anecdotal records, and portfolios are used Learning Areas.
instead of numerical grades (based on Kindergarten
Curriculum Guides)

Grade 1 to 12
▪ Learners are graded on three components every
quarter: (A) Written Work, (B) Performance Tasks, (C)
Quarterly Tests
(based on Transmuted Values)
▪ Components are given specific weights that vary.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

MODULE 6: Gearing Up for the Future:

LESSON 3: Planning, Implementing, and
Curriculum Reforms
Evaluating: Understanding the Connections

LESSON 1: The Enhanced Basic Education

Since curriculum development is a continuous process, it can Act of 2013 (K to 12)
also be viewed like a PIE.

Republic Act 10533 – Enhanced Basic Education Act of 2013

EVALUATING PLANNING
▪ Latest educational reform in Philippine Education
▪ Signed into law by Benigno Aquino III (May 15, 2013)
▪ 1 year kindergarten, 6 years elementary, 6 years
secondary education
IMPLEMENTING ▪ Kindergarten as pre- requisite to entry in Grade 1

WHY K TO 12?
▪ Makes the Philippine education system at par with the
1. Planning international standard of 12- year basic education
thereby contributing to a better educated society
▪ Needs assessment capable of pursuing productive employment,
▪ Initial process in curriculum development entrepreneurship, or higher education studies.
▪ K to 12 graduates are expected to be equipped with
21st century skills like information, media and
2. Implementing technology skills, learning and innovation skills,
effective communication skills and life and career skills.
▪ The planned curriculum which was written should be
implemented.
▪ Put to action
▪ Execution WHY DID DepEd PUSHED K TO 12?
Bases of the K to 12 Implementation:

3. Evaluating
▪ If the planned or written curriculum was implemented
successfully and the desired learning outcomes were
achieved.
Cases: Please refer to page 129
1. Mastery of basic competencies is insufficient due to
congested curriculum.
▪ Based on National Achievement Test results,
Philippines performed poorly
▪ In international examinations, Philippines was ranked
one of the lowest
▪ Congested curriculum: what other counties teach in
twelve years, the Philippines teach only in 10 years

2. The Philippines is the only remaining country in Asia with a

10- year basic education program.
▪ The short duration of the basic education program also
puts millions of overseas Filipino workers, especially
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Schedule: MWF
By: Louray Jean A. Bereber
the professionals, and those who intend to study
abroad at a disadvantage.
RESEARCHES ON PHILIPPINE BASIC EDUCATION
CURRICULUM AND THEIR RECOMMENDATIONS:
1. Monroe Survey (1925)
▪ Training of graduate student in agriculture, commerce,
and industry because secondary education did not
prepare students for life
2. UNESCO Mission Survey (1949)
▪ Restoration of Grade VII in primary education
3. Swanson Survey (1950)
4. Education Act (1953)
▪ Revising the primary school system by adding one year
(Grade VII)
5. Swanson Survey (1960)
▪ Restoring grade 7 in primary education
6. PCSPE (1970)
▪ Extending secondary education by one year to better
prepare students who have no plans to take up
university education
7. EDCOM Report (1991)
▪ Retaining the 10- year basic education phase while
institutionalizing career counseling in Primary and
secondary schools in preparation for higher education
8. Philippines Education Sector Study/ Worldbank and ADB
(1998)
▪ Prioritizing student learning through curricular reforms,
the provision of textbooks, the use of vernacular in
lower primary grades, and the institution of a longer
basic education cycle
9. PCER (2000)
▪ Implementing a compulsory one- year pre-
baccalaureate stage as prerequisite for students
interested in enrolling in higher education degree
programs
10. Philippine EFA 2015 National Action Plan (2006)
▪ Lengthening the educational cycle by adding two
years to formal basic education (one each for primary
and high school)
11. Presidential Task Force on Education (2008)
▪ Extending pre- university education to a total of 12
years, benchmarking the content of the eleventh and
twelfth years with international programs.
THE K TO 12 CURRICULUM
Section 5 of the Enhanced Basic Education Act of 2013
stipulates the following curricular strands:
(a) learner- centered, inclusive, and developmentally
appropriate
(b) relevant, responsive, and research- based
(c) culture- sensitive
(d) contextualized and global
(e) use pedagogical approaches that are constructivists, inquiry-
based, reflective, collaborative and integrative
(f) Mother Tongue- Based Multilingual Education (MTB-MLE)
(g) spiral progression approach to ensure mastery after each
level
(h) flexible to allow schools to localize, indigenize and enhance
the same based on their respective educational and social
contexts – locally produced teaching materials are encourages
and approved by regional and division education units
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By: Louray Jean A. Bereber

2. Science
CURRICULUM TRACKS:
▪ Grade 1 to 6: develop scientific literacy, make
judgements and decisions regarding applications of
scientific knowledge, strong link with technology (such
TECHNICAL- as indigenous technology keeping our country’s
ACADEMIC VOCATIONAL uniqueness)
▪ Grade 7 to 10: basic concepts in biology, chemistry,
LIVELIHOOD physics and earth/space sciences, development of
awareness and understanding of practical everyday
problems
ARTS AND
SPORTS
DESIGN 3. Mathematics
▪ Grade 1 to 6: basic concepts and ideas, skills, and
processes on numbers
▪ Grade 7 to 10: key concepts and principles of number
CURRICULUM STRANDS: sense, algebra, geometry and applied statistics

ACADEMIC TRACK: 4. Araling Panlipunan

▪ Grade 1 to 6: konseptong pansarili, pamilya, kapwa,
BUSINESS, ACCOUNTANCY, MANAGEMENT (ABM) daigdig at diyos
▪ Grade 7 to 10: kasaysayan ng Pilipinas, pamahalaan,
kultura at rehiyong Asyano
HUMANITIESS AND SOCIAL SCIENCES (HUMSS)

SCIENCE, TECHNOLOGY, ENGINEERING, 5. Edukasyong Pantahanan at Pangkabuhayan (EPP)/

MATHEMATICS (STEM) Technology and Livelihood Education (TLE)
▪ Grade 1 to 6: knowledge, skills, and values in
GENERAL ACADEMIC STRAND (GAS)
agriculture, entrepreneurship and information,
communication technology, home economics and
industrial arts
▪ Grade 7 to 10: knowledge, skills, and values in
CORE CURRICULUM: agriculture, entrepreneurship and information,
communication technology, home economics and
industrial arts
(Based on DepEd Memo 13 s. 2013)

6. Music, Art, Physical Education (MAPEH)

1. Integrated Language Arts (Mother Tongue, Filipino, English) MUSIC
▪ Grades 1 to 6: development of literacy and numeracy ▪ Grade 1 to 6: artistic expression and cultural literacy,
skills (Mother Tongue G1 to G3) transfer to second correlate music and art
language (Filipino and English) – communicative ▪ Grade 7 to 10: study of man’s aesthetic expression
competence through sounds and visuals
▪ Grade 7 to 10: Komunikatibong Pagtuturo ng Wika,
Pagtuturong Batay sa Nilalaman, Pagsasanib ng
Gramatika sa Tulong ng iba’t ibang Teksto
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ART
MODULE 7: Outcomes- Based- Education:
▪ Grade 1 to 6: art experiences that include recognizing, Basis for Enhanced Teacher Education
creating, appreciating, and critiquing their own artistics
works Curriculum

LESSON 1: Outcomes- Based Education for

PHYSICAL EDUCATION
▪ Grade 1 to 6: Move to Learn and Learn to Move –
ultimate goal is achieving lifelong fitness
▪ Grade 7 to 10: body management, movement skills,
games and sports, rhythm and dance and physical
fitness
HEALTH
▪ Grade 1 to 6: physical, mental, emotional, social,
moral, and spiritual dimensions of health
▪ Grade 7 to 10: physical, mental, emotional, social,
moral, and spiritual dimensions of health
Teacher Preparation Curriculum
W. Spady
▪ Advocate of OBE
▪ Defines OBE as clearly focusing, and organizing
everything in the educational system around the
essential for all the students to do successfully at the
end of their learning experiences
▪ Clear picture of what is important for students to be
able to do – learning outcomes

Spady premised that in OBE:

7. Edukasyon sa Pagpapakatao (EsP)
▪ Grade 1 to 6: kabataang nagpapasya at kumikilos nang
mapanagutan tungo sa kabutihang panlahat,
pagkataong etikal, pag unawa, pagninilay.
Pagsangguni, pagpapasya at pagkilos (macro skills)
▪ Grade 7 to 10: moral na pagpapasya batay sa idinidikta
ng tamang konsensya – ethics at career guidance
1. All students can learn and succeed, but not at the same time
or in the same way
2. Successful learning promotes even more successful learning.
3. Schools and teachers control the conditions that will
determine if the students are successful in school learning.

FOUR ESSENTIAL PRINCIPLES IN OBE

SENIOR HIGH SCHOOL CURRICULUM:

1. Clarity of
Focus

31 subjects
2. Designing
Backwards

15 core subjects

3. High
7 contextualized Expectations
subjects

9 specialization subjects 4. Expanded

Opportunities
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

1. Clarity of Focus
ASSESSMENT OF LEARNING OUTCOMES IN OBE
▪ Outcome of teaching is learning
▪ Looking straight ahead to that the target will be
reached. Valid Reliable Fair

2. Designing Backwards
How students are Allow
Supports
progressing individuality/uniqueness
▪ Learning outcome has to be clearly defined.
▪ What to achieve at the end of formal schooling is
determined as the beginning.
▪ Decisions are always traced back to desired results. Comprehensive

3. High Expectations
▪ Establishing high expectations, challenging standards
of performance will encourage students to learn better. LESSON 2: Enhanced Teacher Education
▪ Successful learning promotes successful learning.
▪ Parallel to Thorndike’s Law of Effect – success Curriculum Anchored on OBE
reinforces learning

4. Expanded Opportunities
▪ All students are expected to excel, hence equal
expanded opportunities should be provided.

TRADITIONAL VIEW TO OBE VIEW

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred Knowledge already exists
by the teacher. in the minds of the
learners.
Teacher dispenses Teachers are designers of
knowledge. methods.
Teachers and students are Teacher and students work National Competency- Based Teacher Standards
independent and in in teams.
isolation.
HOW WILL UNIVERSITIES, SCHOOLS, AND
DEPARTMENTS FORM THE FUTURE TEACHERS?
In OBE, students are responsible for their own learning
and progress. It is the learner himself/herself who can
drive himself/herself to learn, thus learning is a 1. Course or Degree Contents
personal matter.
▪ College degree is required
Teachers can only facilitate that learning.

2. Methods of Teaching and Teaching Delivery Modes

CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

▪ The methods of teaching should be varied to address

the different kinds of learners.
MODULE 8: Curricular Landscape in the
21st century Classrooms

3. Assessment of Learning
▪ Use varied assessment tools that are appropriate to LESSON 1: The 21st Century Curricular
the learning outcomes Landscape in the Classrooms

Cluster of Skills for the 21st century:

Planning
(Degree
Implementing
(Contents,
Knowledge,
Outcomes and
Attributes of an
Methods of
Delivery)
Learning and Information, Media
Ideal Graduate)
Innovation Skills and Technology
Literacy Skills
Evaluating ( Assessment
of Learning)

Life Skills Citizenship skills

Teacher Standards Domains Addressed in

Outcomes NCBTS
Uses specialized Diversity of Learners
knowledge and skill in a
variety of school context Learning Environment
Howard Gardner’s FIVE FRAMES OF THINKING:
and in diverse students
backgrounds. Curriculum
Applies inquiry with the Diversity of Learners
The Disciplined Mind
use of research
approaches and utilize Planning, Assessing The Synthesizing
evidence- based and Reporting Mind
knowledge to improve The Creating Mind
teaching. Personal Growth and
Professional The Respectful Mind
Development
The Ethical Mind
Social Regard for
Learning
Self- directs continuous Personal Growth and
learning related to own Professional
expertise for enhancement Development 1. Disciplined Mind
of students outcomes and
strengthening of Social Regard for ▪ Scholarly works and profession
professional identity. Learning
Maximize the involvement
of education stakeholder Community Linkages 2. Synthesizing Mind
and non- education
communities to work in ▪ Select crucial information from the voluminous
collaboration for relevant amounts available
educational reforms.
CURRICULUM DEVELOPMENT
Schedule: MWF
By: Louray Jean A. Bereber

RIGOROUS High level of understanding

and thinking
3. The Creating Mind Authentic quality
REAL
▪ Goes beyond existing knowledge REQUIRES Self- directed
▪ Offers new solutions INDEPENDENCE
RICH IN THINKING Requires more than
memorization
4. The Respectful Mind Uncovers students’
REVEALING
▪ Sympathetically and constructively adjusts to understanding and
individual differences misconception
REWARDING Intrinsically motivates
REFLECTIVE Make students reflect in the
5. The Ethical Mind learning process

▪ Considers one’s role as citizen consistently and

strives toward good work and good citizenship

TONY WAGNER’S SEVEN SURVIVAL SKILLS FOR

THE 21st CENTURY

Critical Thinking and Problem Solving

Collaboration Across Networks and Leading by

Influence

Agility and Adaptability

Initiative and Entrepreneurship

Effective Oral and Written Communication

Accessing and Analyzing Information

Curiosity and Imagination

LESSON 2: The Final Action for a Curriculum

Material: A Celebration!

THE SEVEN R’s of QUALITY CURRICULUM

MATERIAL

▪ Modified from Ron Ritchart