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UNIT 6: CURRICULAR LANDSCAPE OF THE

21ST-CENTURY CLASSROOM

6.0. Intended Learning Objectives:

a. Differentiate various curricular landscape of the 21st-century classroom;

b. Classify experiences that can support the various changes of the curriculum; and
c. Create a comparative table that would exhibit the salient features of the curriculum
changes.

6.1. Introduction:

After knowing all the curriculum's basic concepts from its planning down to its inno-
vation, we will discuss and explore how to manage and lead a curriculum in this unit. It is es-
sential for you—future teachers, to understand and to deepen yourself with this aspect.
In this unit, we will be visiting and knowing the aspects of supervising the curricu-
lum, Curriculum Development, Implementation, and alignment, the curriculum's purpose rel-
ative to teacher evaluation, and the features and innovation in the Philippine Educational Sys-
tem.

SAQ 1:

Using a timeline, I want you to record milestone of your academic career and where you are heading.
(This will be a part of your participation. Use 1 whole sheet of paper to answer)

ASAQ 1:
Recalling the milestone of your life is very important, what you should remember is that it will help you
understand where you are heading and how far have you reached along the way of forming yourselves as
teachers who are future proof and globally competitive who will not compete with others but look at
others as your collaborators in the field of the academe.

6.2. Topics:

6.2.1. Understanding the K to 12 Curriculum

The mandate of ensuring that no learner shall be left behind and that every Filipino
child will have access to quality education gave way also to the enactment of Kindergarten Edu-
cation Act in 2012. Republic Act 10533 known as Enhanced Basic Education Act of 2013 was es-
tablished due to the several educational reforms that is being initiated by the Department of Ed-
ucation for its commitment to enhance the quality of basic education. This law gives an empha-
ses of to the compulsory kindergarten will better prepare learners who have active minds to the
next level of schooling. This has been the starting point of flagship reformation happened in the
educational system of the Philippines with its objective of producing more productive and re-
sponsible citizens fully equipped with the essential competencies, skills for both lifelong learn-
ing and employment.
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This K to 12 model of the Philippines is composed of: com-

pulsory Kindergarten, 6 years of elementary education, 4 years of Notes here:
junior high school, and 2 years of senior high school (It is a prepara-
tion either for college career or employment by consolidating the students’
acquired academic skills and competence.)
What are the reasons for coming up with K to 12?
1. The additional two years hopes to address the deteriorating
quality of Philippine education system as revealed by the low
achievement score of the Filipino students in the National
Achievement Test (NAT)—this was discussed in the prepared
discussion paper on “Enhanced K to 12 Education Program”
by DepEd in the last quarter of 2010. The Philippines also had
low performance in the Trends in International Mathematics
and Science Study (TIMSS) as revealed in the 2003 and 2008
result.
PHILIPPINE AVERAE TIMSS SCORES
SCORE INTERNA- RAN PARTICIPAT-
AVER- TIONAL K ING
AGE COUNTRIES
2003 RESULT
GRADE IV
SCIENCE 332 489 23 25
MATHEMATICS 358 495 23 25

2008 RESULT
ADVANCED
355 500 10 10
MATHEMATICS

Table 4. Comparative table of the NAT Examination

2. Another reason is the unpreparedness for employment, entre-
preneurship or higher education of the Filipino High School
graduates because of the congested ten year curriculum.
3. Since the educational ladder of almost all countries is 12
years, the additional two years make the Philippine Educa-
tion system comparable and recognized in meeting interna-
tional standards.
Salient features of K to 12 Program:
1. Universal Kindergarten or the mandated Kindergarten for 5
years old learners.
2. Contextualization and enhancement by making the curricu-
lum relevant to learners—students are provided with in-
depth acquisition of knowledge, skills, values and attitudes
across all levels and subjects with information and Communi-
cation Technology (ICT) integration; Mother-Tongue Based instruction serves as founda-
tion for learning Filipino and English.
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3. Mastery of knowledge and skills is done by introducing simple

Notes here: concepts in spiral progression in subject areas like Mathematics
and Science.
4. The two years of Senior High School is a specialization based
on the learners’ aptitude and interest. Grade 11 and 12 of Senior
High School will define the choice of career track the students
choose to take up. Students take the core curriculum composed of
15 core subjects, and 7 contextualized track subjects. Specialization
is a choice of three tracks: Academic Track, Technical-Vocational
Livelihood Track and Arts and Design Track. The Academic Track
includes 4 strands: General Academic (GAS); Accountancy, Busi-
ness and Management (ABM); Humanities and Social Sciences
(HUMSS); and Science, Technology, Engineering, Mathematics
(STEM).
5. Completing the Enhanced Basic Education from Kindergarten,
Elementary, Junior High School Curriculum and the Specialized
Senior High School Program, a Filipino K to 12 graduate is ready
to take his/her choice path: further education, employment or en-
trepreneurship. The focus skills are the 21st century skills namely:
Information, Media and Technology Skills, learning and innova-
tion skills, effective communication skills and life and career skills.

TERTIARY EDUCATION:
There are significant changes that happened nin the tertiary
education when the K to 12 program entered in the picture of the
educational system in the Philippines. And so, the following the
are the significant educational reforms:
 Implementation of K to 12 - some of the General Education
subjects were downloaded to Senior High School curriculum (per
Republic Act 10533 (2013)
 Issuance of New General Education Curriculum (CMO 20, se-
ries of 2013) – to be implemented effective AY 2018-2019
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 Institutionalization of the Philippine Qualifications Frame-

work (PQF) and the upcoming referencing of national qualifi-
Notes here:
cation frameworks of 10 ASEAN members states under the
ASEAN Qualifications Reference Framework (AQRF) by 2018
 Paradigm shift to outcomes-based education focusing on
learnercentered approach rather than teacher-centered ap-
proach
 Need for higher education to achieve global comparability
and respond to the challenges of the ASEAN integration
 Republic Act 10647: Ladderized Education Act of 2014 (An
Act Strengthening the Ladderized Interface Between Tech-
nical-Vocational Education an Training and Higher Educa-
tion)
 Republic Act 10650: Open Distance Learning Act (An Act Ex-
panding Access to Educational Services by Institutionalizing
Open Distance Learning in Levels of Tertiary Education and
Appropriating Funds Therefor)

6.2.2. Inclusive Components of the K to 12 Curriculum

 K TO 12 Implementation
Enactment of Republic Act 10533
• Enhanced Basic Education System by Strengthening its
Curriculum and Increasing the Number of Years of Basic
Education (K to 12)
• Consideration of the College Readiness Standards
• Downloading some of the GE courses in the senior high
school curriculum which created a window for the revi-
sion of the current GE curriculum

Figure 2. The New Basic Education Landscape in the Philippines

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Notes here:

Figure 3. The Senior High Offering under R.A. 10533

6.2.3. Outcomes-based Education

OBE refers to the educational system that prepares students
to meet the highest standards of a specific profession. These stand-
ards are translated into program outcomes, competencies, and in-
structional goals and objectives. These same components serve as
the foundation for deciding which topics to include, how to teach
them, and how to assess them at the highest levels required by the
actual workplace. OBE is intended to connect education and actual
employment. Higher education institutions in the Philippines are
encouraged to implement OBE not only to be competitive locally
and globally, but also to work for transformative education. (Reyes
et al., 2015) .

Figure 4. Outcomes of Teacher Education Program (Biglete, 2017)

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For other articles relative to OBE you

may scan the QR Code or simply type Notes here:
the link below for additional reading.
https://i-assert.com/files/
OBE_JVMacayan%
202017_EMEReview%20Vol.%208.%201.pdf

6.2.4. Competency-based Curriculum and the Philip-

pine Qualification Framework (PQF)

The PQF describes the levels of educational qualifications and

sets the standards for qualification outcomes. It is a quality assured
national system for the development, recognition and award of
qualifications based on standards of knowledge, skills and values
acquired in different ways and methods by learners and workers of
the country.

Qualifications:
It refers to the formal certification that a person has successfully
achieved specific learning outcomes relevant to the identified aca-
demic, industry or community requirements. A Qualification con-
fers official recognition of value in the labor market and in further
education and training.

Objectives:
(a) To adopt national standards and levels of learning outcomes of
education;
(b) To support the development and maintenance of pathways and
equivalencies that enable access to qualifications and to assist indi-
viduals to move easily and readily between the different education
and training sectors and between these sectors and the labor mar-
ket; and
(c) To align domestic qualification standards with the international
qualifications framework thereby enhancing recognition of the val-
ue and comparability of Philippine qualifications and supporting
the mobility of Filipino students and workers.
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6.2.5. Philippine Professional Standards for Teachers

Notes here:
(PPST) and the Teacher Education Development Pro-
gram

It is necessary that the desired competencies and outcomes of

the teacher education curriculum be clearly stated. These compe-
tencies will guide teacher education programs on what product do
they desire at the end of the college of education.
With the current imperatives of the 21st century, the teacher
education curriculum must emphasize teacher’s values, skills and
knowledge that are fundamental to good teaching. The role and
responsibilities of teachers should be viewed collaboratively with
other professionals because of new job opportunities.
In the recent change of the teachers standards mandated by
the NCBTS, let us see what were the changes that happened in the
new teacher standards.

Source: https://www.google.com/search?q=ppst+domains+and+strands+matrix&tbm=isch&source=iu&ictx=1&fir=rV9S1U6puBAIMM%
252CKMv8wU-NkMkKTM%252C_&vet=1&usg=AI4_-kRVMJ1-
Wz48MD7H9c2BoJDu8Wyf2w&sa=X&ved=2ahUKEwiBtvvx6bbtAhWUyosBHX4jDaEQ9QF6BAgpEAE#imgrc=rV9S1U6puBAIMM&imgdii=iZ4Ea
L23X0FuAM
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6.3 REFERENCES
Bilbao, P. P., Corpuz, B. B., & Dayagbil, F. (2015). Curriculum development for teachers. Quezon
City: Lorimar Publishing.
Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Salandanan, G. G. (2015). The teaching profession. Que-
zon City: Lorimar Publishing.

6.4 Acknowledgment
The images, tables, figures and information contained in this module
were taken from the references cited above.
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Assessment
(QUIZ #5)

NAME:______________________________________________________DATE: __________________
Part II. MULTIPLE CHOICE. Read the following questions carefully and choose among the letters
containing the correct answer.
1. What is the mandatory requirement of the K to 12 Program of the Philippines?
a. Mandatory Kindergarten c. Mandatory K to !2
b. Mandatory Selection of Strand d. Completion of the Enhance Basic Education
2. How many core subjects is present in the K to 12 of the Philippines?
a. 12 b. 13 c.14 d. 15
3. Which of the following is not a track of the K to 12?
a. Academic Track c. Arts and Design Track
b. TVL Track d. None of the Above
4. Which of the following is not an element of Supervision?
a. Classroom Environment c. Students
c. Information Resources d. Support Curriculum
5. What purpose of a walk-through is referring of not passing a judgment on teachers but to coach
them to higher levels of performance?
a. Coach, not Evaluating c. Measuring the impact of Professional-Learning
b. Supporting professional learning d. Immediate Feedback
6. What purpose of a walk-through is referring to the process that will provide strong data to
schools and districts?
a. Coach, not Evaluating c. Measuring the impact of Professional-Learning
b. Supporting professional learning d. Immediate Feedback
7. What memo of CHED presents a new set of general education courses for the tertiary educa-
tion?
a. CMO No. 18 s.2013 c. CMO No.17 s. 2013
b. CMO No. 19 s.2013 d. CMO No. 20 s.2013
8. How many mandatory subjects is required in the new General Education Memo?
a. 1 b. 2 c. 3 d. 4
9. How many electives are required in the New General Education Memo?
a. 1 b. 2 c. 3 d. 4
10. What track covers the GA, STEM, ABM, and HUMSS?
a. TVL Track b. Sports Track c. Arts & Design Track d. Academic Track
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Test II. Create a comparative table that would exhibit the salient features of the curricular
changes.
Test III. Using your personal experience. Reflect on the various changes in the curriculum
that can support your experiences.
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3. Outcomes. It encompass student’s learning in the form of under-

Notes here: standings, skills, and values or attitudes, as well as the effects of
the curriculum on the teachers, students, and the school
The data gathering will provide necessary information for the
evaluation process. The term congruency refers to the degree of
alignment between what was desired and what was actually
achieved. Contingency refers to the relationship between one varia-
ble to the other, for example, between the curriculum and the com-
munity context.
E. Eisner’s Educational Connoisseurship Model:
Elliot Eisner (1985) provided a qualitative way of evaluating a
curriculum. This model does not have methodical procedures com-
pared with other evaluation models. He calls for a deeper and wid-
er observation results of evaluation that are expressed in written
form. The results, however, are not merely descriptions; they pro-
vide excellent and accurate interpretation and appraisal.
Using this model calls for thorough and comprehensive ob-
servations of classroom and school activities in relation to curricu-
lum. It tries to capture every aspect of curriculum activities includ-
ing the hidden curriculum. The emphasis of this model is always
on the quality rather than on the measurable quality of learning
and interaction.
Overall, curriculum evaluation is important as it is intended
to provide meaningful information in almost every aspect of the
curriculum. These information or results of evaluation provide
strong bases for all decisions done about the planning, design, de-
velopment, and implementation of the curriculum. Curriculum
leaders can utilize the result of the evaluation in instituting educa-
tional reforms and in finding ways to make the curriculum more
relevant and responsive to the needs of the learners.
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SAQ 3:
1. Where do curriculum evaluation happen in the classroom?

2. How do quality education come in every schools?

3. Can curriculum evaluation address the problem of misalignment of jobs among

graduates?

ASAQ 3:
After reading the evaluation stage, what were the things you realized? You have
to use it as a jumping idea to answer the questions above. Keep safe!

 Stakeholders in Curriculum Development: Teacher, Students, Parents,

Principals, Curriculum Specialists, Superintendents, School Boards, Na-
tional Government and Its agency.
 In comparing Tyler’s Rationale, Taba’s Grassroots and other approaches, we
see in general three key stages in the process of developing a curriculum:
Planning, Implementation, and Evaluation.
 Curriculum implementation may mean to teach what has been written in
the lesson plan, use the plan as a guide to engage learners in the process,
involve different strategies of teaching with the support of instructional
materials, and put the curriculum into operation with different implement-
ing agents. McNiel (2020) identified categories of curriculum change: Substi-
tution, Alteration, Restructuring, Perturbations, Value Orientation.
 There are several models that is used in the evaluation of curriculum:
Provus’ Discrepancy Evaluation Model developed by Malcolm Provus
(1971) to evaluate projects under the elementary-secondary education act in
the United States. Tyler Model of Curriculum Evaluation, proposed seven
steps for evaluating a curriculum. Stufflebeam’s CIPP Model, the CIPP
model was created in the 1960s by Daniel Stufflebeam and is considered a
decision-oriented model that systematically collects information about a
program to identify strengths and limitations in content or delivery, to im-
prove program effectiveness or plan for the future of a program. Stake’s
Congruency-Contingency Evaluation Model, curriculum evaluation is not
complete unless three categories of data are made available. Eisner’s Educa-
tional Connoisseurship Model, this model does not have methodical proce-
dures compared with other evaluation models. Using this model calls for
thorough and comprehensive observations of classroom and school activi-
ties in relation to curriculum.
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2. These stakeholders are direct partners of the school in strengthening learning experi
ence in the home.
a. community b. administrators c. parents. d. Government officials

3. The most important person in the curriculum implementation process.

a. learners b. parents c. teachers d. principals

4. As an implementer of curriculum, the teacher has to perform all these tasks except__.
a. write appropriate lesson plans c. design reliable & valid assessment tools
b. utilize suitable instructional materials d. all of the above

5. Instructional materials must be connected with ________.

A. course guide b. curriculum c. teaching technique d. level of students

6. They should have in-depth knowledge about the planned change and of the imple
mentation process.
a. learners b. parents c. teachers d. principal

7. All are involved in teaching except________.

a. employing strategies c. utilizing varied activities
b. using instructional materials d. meeting with parents

8. The following EXCEPT ONE are regarded as change agents in curriculum innovation.
a. parents b. school heads c. teachers d. supervisors
9. The following are the roles of the stakeholders in curriculum development except____.
I. Help in formulating the appropriate learning experiences
II. Create an environment that allows for a child’s holistic development
III. Participate in the implementation of the curriculum
IV. All are roles of the stakeholders
a. I only b. II only c. III only d. I,II, and III
10. These stakeholders are at the core of the curriculum. They are the primary beneficiaries of the
curriculum.
a. Teachers b. learners c. community d. parents

Test II: Using a graphic organizer make a distinction between the different dimensions of cur-
riculum implementation.

Test III. Make a Comparative Table that presents the relationship and differences of the various
processes of curriculum implementation and evaluation.