ASIAN DEVELOPMENT FOUNDATION COLLEGE

TACLOBAN CITY
MASTER IN EDUCATION MAJOR IN
Social Studies

ADVANCED
CURRICULUM
DEVELOPMENT
Precis
Submitted to: DR. OFELIA N. ALCOBER
INSTRUCTOR

Submitted by: BALILI, RHEA JANE M.

MAED-SOC-SCI
 ADVANCED CURRICULUM DEVELOPMENT (in MAHPE)

Unit 1. The CDS Conceptual Framework

The What of it:

Curriculum

 A planned and guided set of learning experiences and intended outcomes,

formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learners’ continuous
and willful growth in personal social competences. (Daniel Tanner, 1980)
 A written document that systematically describes goals planned, objectives,
content, learning activities, evaluation procedures and so forth. (Pratt, 1980)
3. The contents of a subject, concepts and task to be acquired, planned
activities, the desired learning outcomes and experiences, product of culture
and an agenda to reform society make up a curriculum. (Schubert, 1987)
 A curriculum includes “all of the experiences that individual learners have in a
program of education whose purpose iS to achieve broad goals and related
specific objectives, which planned in terms of a framework of theory and
research or past and professional practice.” (Hass, 1987)
 As a programme of activities (by teacher or pupils) designed so that pupils will
attain so far as possible certain educational and other schooling ends or
objectives. (Grundy,1987)
 A plan that consists of learning opportunities for a specific time of frame and
place, a tool that aims to bring about behavioral changes in students as a
result of planned activities and include all learning experiences received by
students with the guidance of a school. (Goodland and Su , 1992)

Development

"Every Journey Begins with The First Step."

The curriculum development process systematically organizes what will be

taught, who will be taught, and how it will be taught. Each component affects and
interacts with other components. For example, what will be taught is affected by who
is being taught (e.g., their stage of development in age, maturity, and education).
Methods of how content is taught are affected by who is being taught, their
characteristics, and the setting. In considering the above three essential
components, the following are widely held to be essential considerations in
experiential education in non-formal settings:

System

Conceptual Base: the Tyler Rationale

Curriculum System: A Linear Model

The Why of CDS and the How of:

Conceptualizing phase

Conceptualizing phase

Operationalizing phase

Institutionalizing phase

PHASE I: PLANNING

"Nobody plans to fail but failure results from a failure to plan."

The planning phase lays the foundation for all of the curriculum development steps.
The steps in this phase include:

(1) Identify Issue/Problem/Need

(2) Form Curriculum Development Team

(3) Conduct Needs Assessment and Analysis

(1) Identify Issue/Problem/Need

The need for curriculum development usually emerges from a concern about
a major issue or problem of one or more target audience. This section explores
some of the questions that need to be addressed to define the issue and to develop
a statement that will guide the selection of the members of a curriculum development
team. The issue statement also serves to broadly identify, the scope (what will be
included) of the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the
members of the curriculum development team can be selected. Topics covered in
this section include: (1) the roles and functions of team members, (2) a process for
selecting members of the curriculum development team, and (3) principles of
collaboration and teamwork. The goal is to obtain expertise for the areas included in
the scope of the curriculum content among the team members and develop an
effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the need’s assessment process. The first is
procedures for conducting a needs assessment. A number of techniques are aimed
toward learning what is needed and by whom relative to the identified issue.
Techniques covered in this section include: KAP - Knowledge, Attitude, and Practice
Survey; focus groups; and environmental scanning.

Analysis, the second part of this needs assessment step, describes

techniques on how to use the data and the results of the information gathered.
Included are: ways to identify gaps between knowledge and practice; trends
emerging from the data; a process to prioritize needs; and identification of the
characteristics of the target audience.

"As the twig is bent, so grows the tree"

PHASE II: CONTENT AND METHODS

Phase II determines intended outcomes (what learners will be able to do after

participation in curriculum activities), the content (what will be taught), and the
methods (how it will be taught). Steps include:

(4) State Intended Outcomes

(5) Select Content

(6) Design Experiential Methods

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs
assessed, analyzed and prioritized, the next step is to refine and restate the issue, if
needed, and develop the intended outcomes or educational objectives. An intended
outcome states what the learner will be able to do as a result of participating in the
curriculum activities.

This section includes: (1) a definition of intended outcomes, (2) the

components of intended outcomes (condition, performance, and standards), (3)
examples of intended outcomes, and (4) an overview of learning behaviors. A more
complete explanation of the types and levels of learning behaviours is included in the
Addendum as well as intended outcome examples from FAO population education
materials.

(5) Select Content

The next challenge in the curriculum development process is selecting

content that will make a real difference in the lives of the learner and ultimately
society as a whole. At this point, the primary questions are: "If the intended outcome
is to be attained, what will the learner need to know? What knowledge, skills,
attitudes, and behaviours will need to be acquired and practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the
sequence (order) of the content are also discussed. Intended outcomes of population
education with content topics is provided in the Addendum section as an example
and application of how intended outcomes are linked with content.

(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning
experiences) to help the learner achieve appropriate intended outcomes. An
experiential learning model and it's components (i.e., experience, share, process,
generalize, and apply) are discussed in this section.

Additional topics include:

Learning styles and activities appropriate for each style;

A list of types of activities (with descriptions);

An activity design worksheet for facilitators; and

Brief discussions on learning environments and delivery modes.

Ten population education sample activity sheets along with tips for facilitators
working with youth and dealing with sensitive topics are included in the Addendum.

PHASE III:IMPLEMENTATION

(7) Produce Curriculum Product

(8) Test and Revise Curriculum

(9) Recruit and Train Facilitators

(10) Implement Curriculum

(7) Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual
production of curriculum materials begins. This section includes: 1) suggestions for
finding and evaluating existing materials; 2) evaluation criteria; and 3) suggestions
for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative
evaluation of curriculum materials during the production phase. A sample evaluation
form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training

is not provided for facilitators to implement it. Suggestions for recruiting appropriate
facilitators are provided with a sample three-day training program.

(10) Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to

occur without planning. Strategies to promote and use the curriculum are discussed
in this step.

PHASE IV: EVALUATION AND REPORTING

(11) Design Evaluation Strategies

(12) Reporting and Securing Resources

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a

specific step. Two types of evaluation, formative and summative, are used during
curriculum development. Formative evaluations are used during the needs
assessment, product development, and testing steps. Summative evaluations are
undertaken to measure and report on the outcomes of the curriculum. This step
reviews evaluation strategies and suggests simple procedures to produce valid and
reliable information. A series of questions are posed to guide the summative
evaluation process and a sample evaluation format is suggested.
(12) Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e.,
getting the results into the hands of people who can use them). In this step,
suggestions for what and how to report to key shareholders, especially funding and
policy decision makers, are provided and a brief discussion on how to secure
resources for additional programming.

Unit 2. School Purpose

Curriculum and School Purpose

School Goals

 School goals
 School goals are general statements that delineate the outcomes of
schooling. the scope of the educational program of a school can be
summed up in the goal statements of the school.
 Goals are the basic elements or building blocks of educational planning.
 Goals can be written broadly and specifically.
 Goals are statements or intent to be accomplished.
 Goals are statement of purpose with some outcomes in mind.

Examples:
 To develop a skill in reading, writing, speaking and listening
 To be able to verbally and visually express a point of view
 According to Wilson (2005), goals are " the statement of educational
intention which are more specific than aim.
 Oliva (2001) distinguishes between curriculum goal and instructional
goals.
 Curriculum goal: a purpose in general terms without criteria of
achievement.
  Instructional curriculum: a statement of performance expected of
each student.

 The Association for Supervision and Curriculum Development (ASCD)

working group in research and theory identified a ''cluster of goals'' that reflect
the holistic nature of individuals.
these are the following:

•Self-concept and self esteem

•Understanding others
•Basic skills
•Interest in and capability for continuous learning
•Responsible membership in society
•Mental and physical health
•Creativity
•Informed participation in the economic world or production and consumption
•Use of accumulated knowledge to the understand the world
•Coping with change

 A school may state its goals under the following headings:

•As a Catholic school

•As a Jesuit school
•As a Filipino school
•As an elementary school

The school purposes in curriculum development

What is school?

• It is the institution for educating children granted that children spend the
greatest part of their life.

• It is a place for learning, gathering information and skills that are essential to
a child’s integration to the adult world.
Schooling
• refers to academic education and qualification that a person receives in school,
college, universities.

What is the purpose of the school?

• Is to help students identify their interests and abilities • Is to assess
student’s skills and learning styles to facilitate learning and promote personal
excellence.
What is the purpose of the school?
• Is to strengthen children for the future, to train them for good citizenship so
that they be useful to themselves and to their society. • Is to support students in a
process of self-discovery.
What is the purpose of the school?
• Is to prepare students for productive careers and teaching proper civic
behavior.

To conclude the topic, we come to know that without Aims, Goals and
Objective we are unable to Execute any work.

CURRICULUM is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives,
everything that goes within the school. It is what is taught inside and outside the
school directed by the teacher, everything planned in by school, a series of
experiences undergone by learners in school or what individual experiences as a
result of school. In short, Curriculum is the total learning experiences of the learner,
under the guidance of the teacher.

Sources of School Goals

Goals provide a philosophically-based structures that unifies and relates all aspects
of school learning from the development of an overall curriculum blueprint to the
lesson plans used in the classroom.

Tyler suggest three sources of data or inputs that have a major claim to
consideration as curriculum planners and developers make choices on what to
include among their goals namely: •The Learner. The purposes, interests,
developmental needs and characteristics of the learner should guide our choice of
appropriate goals. •Society. The values and behaviors defined as desirable by a
given society help shape the goals of education in that society. •Fund of knowledge.
Human Knowledge that has been accumulated and organized for universal use and
application now and in the future. this also include updated and newly generated
knowledge

Data on the learner the learner himself is a prime source of inputs for setting goals.
After all, the learner is the prime subject of the schooling process. Data on
Contemporary Society. Contemporary society is becoming more and more complex.
The school needs to be attuned to contemporary development in society in order to
be able to gear its effort to the critical aspect of living in contemporary society.

Fund of knowledge Which should be included in the curriculum? Obviously, we

cannot include everything. There must be selection to include only that which is
relevant to and necessary at the level of maturity of the learner.

Screening of Goals

Philosophical Screen
 Philosophy tries to define the nature of the ''good life'' or the ''good
society'‘
Psychological screen
 assuming that a goal is acceptable, the question has to be answered.

Levels of School Goals

Levels of School Goals LEVEL DOCUMENT INSTITUTIONAL VISION-MISSION

STATEMENT DEPARTMENTAL GOALS INSTRUCTIONAL OBJECTIVES Hierarchy
of School Purpose
Educational Objectives

•Objectives.

 This is the most specific of the terms denoting purpose. An objective is

a specific target or accomplishment that can be verified at a
designated time and under specifiable conditions which, if attained,
advances the school toward the achievement of a corresponding goal.

Three Domains of Objectives

•Cognitive Domain

-domain of thought process.

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
•Affective Domain

- domain of valuing, attitude and appreciation

1. Receiving
•2. Responding
•3. Valuing
•4. Organization
•5. Characterization by a value or value complex

•Psychomotor Domain

- domain of the use of psychomotor attributes.

1. Perception
2. Set
3. Guided response
4. Mechanism
Instructional Objectives

Educational Objectives •Objectives. This is the most specific of the terms denoting
purpose. An objective is a specific target or accomplishment that can be verified at a
designated time and under specifiable conditions which, if attained, advances the
school toward the achievement of a corresponding goal.

Three Domains of Objectives

•Cognitive Domain- domain of thought process.

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

•Affective Domain- domain of valuing, attitude and •appreciation

•1. Receiving

•2. Responding

•3. Valuing

•4. Organization

•5. Characterization by a value or value complex

•Psychomotor Domain- domain of the use of psychomotor attributes.

•1. Perception

•2. Set

•3. Guided response

•4. Mechanism

Unit 3. Curriculum and Organization and Development

Subject-centered Curriculum

Broadfields Curriculum

Core Curriculum

Experience Curriculum

Purpose – With significant change as an ongoing challenge, the development and

use of a flexible change curriculum is identified as a success factor that will allow an
organization to optimize the outcome from change transformations.
Design/methodology/approach – After discussing significant change, this paper will
contrast two organizations in support of a flexible curriculum taking into account
multiple theories addressing change, learning, planning, utilization of a curriculum,
and assessment, all to enhance the change transformation experience. Findings –
The research, investigation, introduction, implementation and refinement of the
action plan play a very important role in how the enterprise accommodates change.
It is further suggested that at the heart of any action plan is a flexible curriculum by
which the organization can use a formulated educational plan to adjust its current
mode of operation to incorporate an ongoing change philosophy. Research
limitations/implications – The intent is to identify benefits in using a curriculum to aid
significant change transformations where logic and reality can justify its use.
Practical implications – It is postulated that a well-developed yet flexible curriculum
with assessment to track the impact of changes throughout the process will serve to
enhance the flexibility of the enterprise and its ability to deal with change. The
curriculum serves as the means that provides the organizational membership with
identified learning and instruction to mix corporate culture with change urgency.
Originality/value – Taking into account change and learning theories, an action plan
in the form of a flexible curriculum with assessment is recommended to optimize
significant change transformations.

Unit 4. Curriculum Content

Selection of Activities and Experiences (Annarino)

Organization of Learning Content (Palma)

Developing PE, Music, Art and Health Curriculum (for kindergarten, elem
and secondary)

The College and University Basic Instruction Program

PHASE I: PLANNING

"Nobody plans to fail but failure results from a failure to plan."

The planning phase lays the foundation for all of the curriculum development
steps. The steps in this phase include:

(1) Identify Issue/Problem/Need

(2) Form Curriculum Development Team

(3) Conduct Needs Assessment and Analysis

(1) Identify Issue/Problem/Need

The need for curriculum development usually emerges from a concern about a major
issue or problem of one or more target audience. This section explores some of the
questions that need to be addressed to define the issue and to develop a statement
that will guide the selection of the members of a curriculum development team. The
issue statement also serves to broadly identify, the scope (what will be included) of
the curriculum content.

(2) Form Curriculum Development Team

Once the nature and scope of the issue has been broadly defined, the members of
the curriculum development team can be selected. Topics covered in this section
include: (1) the roles and functions of team members, (2) a process for selecting
members of the curriculum development team, and (3) principles of collaboration and
teamwork. The goal is to obtain expertise for the areas included in the scope of the
curriculum content among the team members and develop an effective team.

(3) Conduct Needs Assessment and Analysis

There are two phases in the need’s assessment process. The first is procedures for
conducting a needs assessment. A number of techniques are aimed toward learning
what is needed and by whom relative to the identified issue. Techniques covered in
this section include: KAP - Knowledge, Attitude, and Practice Survey; focus groups;
and environmental scanning.

Analysis, the second part of this needs assessment step, describes techniques on
how to use the data and the results of the information gathered. Included are: ways
to identify gaps between knowledge and practice; trends emerging from the data; a
process to prioritize needs; and identification of the characteristics of the target
audience.

"As the twig is bent, so grows the tree"

PHASE II: CONTENT AND METHODS

Phase II determines intended outcomes (what learners will be able to do after

participation in curriculum activities), the content (what will be taught), and the
methods (how it will be taught). Steps include:
(4) State Intended Outcomes

(5) Select Content

(6) Design Experiential Methods

(4) State Intended Outcomes

Once the issue is defined, the curriculum team is formed, the needs assessed,
analyzed and prioritized, the next step is to refine and restate the issue, if needed,
and develop the intended outcomes or educational objectives. An intended outcome
states what the learner will be able to do as a result of participating in the curriculum
activities.

This section includes: (1) a definition of intended outcomes, (2) the components of
intended outcomes (condition, performance, and standards), (3) examples of
intended outcomes, and (4) an overview of learning behaviors. A more complete
explanation of the types and levels of learning behaviours is included in the
Addendum as well as intended outcome examples from FAO population education
materials.

(5) Select Content

The next challenge in the curriculum development process is selecting content that
will make a real difference in the lives of the learner and ultimately society as a
whole. At this point, the primary questions are: "If the intended outcome is to be
attained, what will the learner need to know? What knowledge, skills, attitudes, and
behaviours will need to be acquired and practiced?"

The scope (breadth of knowledge, skills, attitudes, and behaviours) and the
sequence (order) of the content are also discussed. Intended outcomes of population
education with content topics is provided in the Addendum section as an example
and application of how intended outcomes are linked with content.
(6) Design Experiential Methods

After the content is selected, the next step is to design activities (learning
experiences) to help the learner achieve appropriate intended outcomes. An
experiential learning model and it's components (i.e., experience, share, process,
generalize, and apply) are discussed in this section.

Additional topics include:

learning styles and activities appropriate for each style;

a list of types of activities (with descriptions);

an activity design worksheet for facilitators; and

brief discussions on learning environments and delivery modes.

Ten population education sample activity sheets along with tips for facilitators
working with youth and dealing with sensitive topics are included in the Addendum.

PHASE III: IMPLEMENTATION

(7) Produce Curriculum Product

(8) Test and Revise Curriculum

(9) Recruit and Train Facilitators

(10) Implement Curriculum

(7) Produce Curriculum Product

Once the content and experiential methods have been agreed upon, the actual
production of curriculum materials begins. This section includes: 1) suggestions for
finding and evaluating existing materials; 2) evaluation criteria; and 3) suggestions
for producing curriculum materials.

(8) Test and Revise Curriculum

This step includes suggestions to select test sites and conduct a formative
evaluation of curriculum materials during the production phase. A sample evaluation
form is provided.

(9) Recruit and Train Facilitators

It is a waste of resources to develop curriculum materials if adequate training is not

provided for facilitators to implement it. Suggestions for recruiting appropriate
facilitators are provided with a sample three-day training program.

(10) Implement Curriculum

Effective implementation of newly developed curriculum products is unlikely to occur

without planning. Strategies to promote and use the curriculum are discussed in this
step.

PHASE IV: EVALUATION AND REPORTING

(11) Design Evaluation Strategies

(12) Reporting and Securing Resources

(11) Design Evaluation Strategies

Evaluation is a phase in the curriculum development model as well as a

specific step. Two types of evaluation, formative and summative, are used
during curriculum development. Formative evaluations are used during the
needs assessment, product development, and testing steps. Summative
evaluations are undertaken to measure and report on the outcomes of the
curriculum. This step reviews evaluation strategies and suggests simple
procedures to produce valid and reliable information. A series of questions are
posed to guide the summative evaluation process and a sample evaluation
format is suggested.
(12) Reporting and Securing Resources

The final element in an evaluation strategy is "delivering the pay off (i.e., getting the
results into the hands of people who can use them). In this step, suggestions for
what and how to report to key shareholders, especially funding and policy decision
makers, are provided and a brief discussion on how to secure resources for
additional programming.

Unit 5. The Adapted Program

Individualizing PE

Unit 6. Learning Experiences and Resources

The 8M’s of Teaching and Learning

What is Teaching?

In school, we are dealing with the young who are immature and who lack the
experiences in life which learning emanates. That is why the teacher assumes an
important role in their development. The learners who are expected to undergo the
learning process cannot do it on their own without adult help and supervision. That is
what teaching is all about. It is the process of "helping" the learners learn
economically, efficiently, and effectively. The success of a learning situation depends
to a large extent on the skillful intervention of a professional person, the teacher.

There are intervention or helping points in teaching process. These points

encompass the key elements or the so-called 8 M's of teaching. These are:

1. Milieu: The Learning Environment

Since learning is triggered off by stimuli in the environment, it assumes primary

importance in teaching and learning. The classroom is the usual although not the
exclusive environment of learning at school. Teachers need to male the learning
environment as "stimulating" as possible. Every stimulus in the classroom should
contribute to learning. Very much part of this environment are the human stimuli, the
most important of whom is the teacher himself. Material stimuli include objects in the
room as well as common routine activities. Checking of receptors of the learning
stimuli, the senses, to make sure that every student is properly equipped for and
disposed to receive the stimuli of learning. Provisions for proper lighting and
acoustics as well as corrective measures for students who may be impaired
somewhat in this regard.

2. Matter: The Content of Learning. This refers to the what is to be learned as

specified in the instructional objective. Mastery of every lesson instead of its mere
coverage by the class is a very important "rule-of-thumb" The teacher should make
sure that the minimum standard or level of proficiency is attained by the class before
moving onto the next lesson or unit. Curriculum makers are advised to be realistic in
projecting subject matter and avoid giving the students "too much, too soon," and to
teach only "little matter, but well mastered."

3. Method" The teaching-learning Strategy. This consist of purposeful, planned

activities and tasks that are undertaken by the teacher and the students in the
classroom to bring about the intended instructional objective. Methods are means to
an end, never an end in itself. There is good straggly per se, it is deemed good or
effective only if it brings about the desired learning outcome. Furthermore, an
objective may be archived using different strategies just as a strategy may be utilized
to attain different objectives.The strategy must be appropriate to the level of maturity
and sophistication of the learners. It must also be adequate or sufficient for the
lesson objective and the teacher must be adept or skillful in the use of the strategy.
The learners must also show efficiency in handling the activity, going through it
without hassle. The strategy must also be effective to yield expected result and must
be economical in time, effort and expense.

4. Material: The Resources of Learning. Materials are resources available to the

teacher and learners which serve as stimuli in the teaching-learning situation. This
may be either a "human person" or a "physical object." The whole purpose of
materials is to initiate the students to the "real world" they live in. Instructional
materials represent elements found in that world are are meant to help students
understand and explain reality. Portraying reality can be by direct experience,
reproduction, representation or abstraction

5. Media: Communication in Teaching and Learning. This pertains to the

communication system in the teaching-learning situation. This serves dual purpose:
to promote common understanding in instruction and to set and maintain a healthy
psychological climate in the classroom conducive to learning.
6. Motivation: Arousing and Sustaining Interest in Learning. Motivation is the
cardinal principle in learning. A learner will learn only those things he wants to learn.

7. Mastery: The Be-all and End-all of Learning. This means internalization of

learning resulting in automatic or habitual change behavior through meaningful
repetition and application. Mastery comes through a "fixation" of what is to be
learned, shifting it from short-term to long-term memory, allowing for ease in use and
transfer to new situations in the future. Some call it executive control"

8. Measurement: Getting Evidence of Learning. This is the final stage in the

teaching-learning sequence, involving the systematic collection of the evidence of
learning. This is concerned with the "behavior" aspect of the objective.

In preparing for teaching, the teacher should take all of these elements into
consideration. These constitute thew warp and woof of a unified unit and session
plan or Plantilla.

Unit 7. The 2002 Philippine Education Curriculum for Elementary and High
school Known as Basic Education Curriculum

1. The Department of Education is implementing this school opening the 2002 Basic
Education Curriculum (BEC).

2. It is the product of 16 years of study conducted under the various DepEd

secretaries (Lourdes Quisumbing, Isidro Cariño, and Bro. Andrew Gonzalez).
Starting 1995, intensive consultations were held with various stakeholders – the
schools, parents, students, business, trade and industry, NGOs and the people in
the Education Department who administer the education system on ground level.

3. Almost immediately after assuming the post, the undersigned continued the
consultations starting March 2001. The DepEd people consulted included experts,
public and private school teachers, the 16 regional directors, 145 superintendents, at
least 20,000 principals, and representative teachers of the different subject areas in
different and year levels.
4. The Philippine Commission on Educational Reforms (PCER), created on Dec. 7,
1998 through Executive Order No. 46, recommended the adoption of the
restructured BEC and its implementation starting 2002.

5. The BEC focuses on the basics of reading, writing, arithmetic, science and
patriotism. Values is integral to all the subject areas. Students can then be ready for
lifelong learning. It seeks to cure the inability of students who cannot read with
comprehension at grade 3 and worse, at grade 6.

6. The BEC decongests the overcrowded curriculum.

7. Integrative and interactive teaching-learning approaches are stressed. These are

characterized by group learning and sharing of knowledge and experiences between
teachers, between teachers and students and among students. For instance, under
the old curriculum, English teachers prepared lesson plans for English and values
teachers prepared for values education. Under the BEC, the English and Values
Education teachers work together on their lesson plans.

8. High school math shifts from the spiral system which introduced all math subjects
in every level to the linear, sequential approach where only Elementary Algebra is
taught in 1st year, Intermediate Algebra in the 2nd year and Geometry in 3rd year.

9. From only 1,418 participants when the training started in March 2002, some
491,000 public and private school teachers have been trained as of May 20. Another
1,500 teacher trainers were trained on HS math and they led the school-based
trainings of Math teachers.

10. Textbooks for the revised curriculum, worth some P1.4 billion, have been
delivered, or are in the process of being distributed, to the different schools
nationwide.

Although the budget allocated textbook funds only for Grades 1 to IV and for 1st and
2nd year high school, the DepEd will be able to provide textbooks for Grade 1 to IV
and for 1st to 3rd year high school. This resulted from the substantial savings that
DepEd was able to effect through its transparent approach in procuring school
supplies and equipment.
11. Many lesson plans to be used by the teachers have been prepared and
produced. From 3 to 15 of June, there were additional training and preparation of
lesson plans. Each H.S. math teacher will get lesson plans.

12. All 16 regional directors have submitted the names of teachers trained, the
teachers feedback after each training session, the training designs used by the
regions, the training kit given to the teachers and the weekly monitoring reports on
the number of teachers trained.

13. The adoption of the BEC is optional for private schools. Although more than
50% of private schools have joined.

14. No teachers were losing his/her job. In fact, DepEd has hired 15,000 more
teachers.

15. The NETRC, the BEE and BSE, with the assistance of NEAP, will conduct a
quarterly evaluation of the revised curriculum. School principals and supervisors
were continuously monitor its implementation in their respective schools and
divisions.

16. Curriculum development is a dynamic process, and thus the restructured

curriculum will continue to develop. Through school year 2002-2003, the BEC
implementation will be monitored, improved and fine-tuned. Selected prototype
lesson plans will be distributed.

17. The BEC has received broad-based support from top educators and other
authorities. Public school teachers, principals, superintendents and the regional
directors have manifested support for the BEC. The whole DepEd will help
implement the BEC.

Unit 8. Curriculum: Synthesis and Assessment

Curriculum Evaluation and Appraisal

Curriculum Revesion

Curriculum revision is an important part of academic work. Despite theoretical

literature on curriculum development and design, there is a scarcity of literature
available for either academic staff or novice educational developers on the initiation
of this curriculum revision process. This study, therefore, set out to explore the
practices of experienced Irish and UK educational developers working in this area. A
mixture of in‐depth interviews followed by a semi‐structured questionnaire was used
to explore the approaches of these educational developers. The results suggest that
curriculum revision tends to benefit from initial, intensive dialogue between
educational developers and academic staff, and that such initial interaction provides
an important understanding of the context in which the curriculum revision occurs.
This paper highlights that despite some suggested starting points at programme and
module level, educational developers should be open and flexible in their approach
to this activity.